ABSTRACT
Chapter 1 reviews the theory that informs the book and principles of practice. Systemic functional linguistics (SFL) theory is briefly describe to present a background to the content and organization of the book. Understanding of the function of language in the various genres, the role of teachers and students in learning to use written language, and the use of metalanguage in instruction are important background in carrying the instructional recommendations of this book.
An overview of writing development helps contextualize language instruction. Students’ writing development is highly supported by instruction, but maturity plays a role. Therefore, teachers need to balance their expectations for instruction with the natural language development of children. Another variable is the level of proficiency in English for students for whom English is an additional language and general level of literacy, regardless of English language proficiency.
