ABSTRACT
The study I intend to report on here commenced as an investigation into the processes by which young children learn to write. The focus was upon 55 children who entered the preparatory year, aged five years, and I studied them intensively for a period of three years, up to the point at which they completed year two. In undertaking the study,…I sought to…examine where children’s written genres come from. That is to say, my focus has always been upon the curriculum context—upon the teaching/learning episodes which teacher and children negotiate, and out of which, as it were, the children are ultimately caused to produce written texts.
