ABSTRACT
This chapter examines about what children and what teachers need to know about language as a system and about those aspects of writing which are often termed transcriptional or secretarial. Some countries have statutory requirements about how these aspects of language are taught: in parts of the United Kingdom there has been, for some time, both statutory guidance and advice which included. Lynn Truss shows the link between good use of punctuation and the clear communication of meaning while Henrietta Dombey and her team, examine what the evidence says about promising approaches to teaching. Wilson and Scanlon did not support making children add adjectives or other parts of speech willy nilly. The emphasis was on enabling the reader to empathise with Alex's thought and feelings through his actions and speech. The children needed to develop their use of interesting and imaginative vocabulary, in both written and oral language, so it was really important that we explored this before they wrote.
