ABSTRACT
This chapter gives practical advice on how teachers can manage the issues of marking writing and setting targets. It gives suggestions taken from real classroom practice. It discusses how pupil conferencing can be a powerful mode in which to improve children’s sense of self-efficacy and gives a rationale for providing written feedback whilst children are still in the process of producing their texts. It shows how teachers can decrease their workload whilst still giving children high-quality support. This chapter provides advice on how to mark the compositional and transcriptional aspects of children’s manuscripts, adapting the marking according to where children are in the writing process. It explains how teachers can set writing targets and future writing goals in collaboration with children and how formative feedback such as marking and target setting can inform future planning and encourage efficient and effective responsive teaching.
