Introduction
The 'process approach' to the teaching of primary writing is a term that has been regularly used in the UK. Although there have been some good descriptions and examples of classroom practice, there has been little information on the process approach in the context of the whole school. The information that is available offers little advice or reflection on the development of the approach over a number of years, on how schools can take a unified approach, or on what the future direction for the process approach might be.At this point you might expect me to offer a succinct definition of the process approach. 1 will attempt to sum up some of the significant features but, to a certain extent, all the chapters of the book contribute to a composite picture of the approach. The process approach is typified by several key features within the classroom and the whole school:
In the classroom the teacher establishes a developing community of young writers; most of those writers are offered high levels of control over the process of writing; children's earliest attempts at mark-making are seen as writing; the writing develops within a publishing cycle that mirrors aspects of the publication processes in the world outside the classroom.
It is implemented as a commonly understood approach throughout the school; children's learning from nursery to Year 6 is seen as a continuum of development; the underlying philosophies have an impact on reading, writing and other areas of the curriculum.

The process approach is not simply a method that one can select as part of what Browne (1996: 25) calls a 'pick-and-mix' approach.

The relationship between theory and practice continues to be debated in primary education. Throughout the book I have tried to steer a course which gives the appropriate balance between them. The book centres mainly on practice, and this is reflected in the balance of the chapters and the descriptions which illustrate the points I put forward. However, I feel strongly that good practice should be underpinned by sound theoretical perspectives, so

-vii-

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Primary Writing
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vi
  • Introduction vii
  • One - Writing Workshop 1
  • Two - Emergent Writing 21
  • Three - The Development of Composition 36
  • Four - Transcription 52
  • Five - Interaction 73
  • Six - Recording Language Development 88
  • Seven - The Links with Reading 104
  • Eight - Developing the Process Approach Throughout the School 118
  • Nine - The Process Approach and the National Curriculum 134
  • Ten - The Wider Picture 142
  • Appendix I - Modifications to Plr Writing Sample 152
  • Appendix II - Language Policy Contents List 154
  • Appendix III - Snapshot of Writing Workshop Pieces 157
  • References 159
  • Index 163
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