ABSTRACT
The tenets of the National Writing Project (NWP) outlined by Andrews (2008) listed in providing a structure which parallels the NWP practiced in the US. It captures what they learn through teaching children of all ages and by working with other teachers both in the classroom and as part of professional development. Writing teachers' groups provide the focus for the study of writing from both inside-out and outside-in. Sharples (1999) suggests that writing is always in conversation, even if the conversation is only with oneself. Writing practices in the classroom derive from the teacher's conceptual frameworks provides the foundation for action. Michael Armstrong (2006) suggests that companionship was fundamental to the classrooms where the young writers whose stories analyses were nurtured. Emma Beynon strengthens the account of how teachers and pupils were able to re-engage with writing through the Bath Festival's Write Team programme. The subject knowledge increased knowledge of grammar and the applied understanding of linguistics in written contexts.
