ABSTRACT
As far as writing is concerned at the moment, many teachers would agree.
There are several metaphors which might be used: the swinging pendulum – swinging from a view of writing as creativity towards a view of writing as assembling a set of skills. Or the tug of war – between those who see flexibility in the teacher’s role as essential in promoting writing and those who think teachers need to be given clear, programmatic instruction [guidance?] in how to teach writing. Or the seesaw – with one set of theories flying free whilst the opposing ones hit the floor only to be reversed with dizzying speed. And there are many more, all of which suggest oppositions, conflicting views which, in Shirley Brice Heath’s words ‘float in and out of favour’. It is no wonder that teachers often say they feel aggrieved; that they don’t know what ‘advice’ to take when it comes to teaching writing. This seems particularly true now with the introduction of the National Literacy Strategy which has had a profound impact on teachers and their practices. The speed of developments has left many teachers reeling and rocking.
