ABSTRACT
The development of writing in education the process of wrIt Ing as undertaken by pupils in schools is the focus of a number of important characteristics, which must at least be acknowledged by teachers – especially English teachers – if effective teaching and learning is to take place. These sometimes contradictory insights could be summarised as follows:
Writing is often the most painfully and formally learned of the three areas of English (misleadingly termed) ‘attainment targets’ in the National Curriculum.
