ABSTRACT
This chapter looks at the importance of all children being apprenticed in the craft of writing. Discussion is had about how enduring research-informed writing practices are good practice, irrespective of individual or additional specific educational needs, including children who may have English as an additional language. The authors then explore how an inclusive environment can invite all children into the community of writers, where they can access full literacy and authentic and purposeful writing projects alongside their peers. The instructional power of responsive mini-lessons, setting writing goals, co-regulation, and pupil conferencing are highlighted as effective ways in which to build the self-efficacy, motivation, and self-regulation of pupil-writers who may feel excluded from the writing classroom. The importance of a writer-teacher’s relationship with their pupils and their educational expectations of them are also considered. Finally, examples of effective practice from the classrooms of high-performing teachers are presented.
