Writing Under Control
No. of pages 192
Published: 2003
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Writing is a rich and complex area; it "belongs" to the English National Curriculum but its importance across all curriculum areas is generally acknowledged and is further encouraged by the National Literacy Strategy. To many students and newly qualified teachers the subject may seem daunting and so the intention of this revised and updated second edition is to render the teaching of writing more manageable - to place I under their control. This is a companion volume to "Reading Under Control" and, like it, provides comprehensive coverage of the topic. In an accessible style and with examples from the classroom the authors look at the history of writing in schools and recent theoretical developments. They also look at the practicalities of, planning classroom routines, resources, monitoring and assessment (including target setting) and meeting individual needs.
The book is particularly suitable for undergraduate and postgraduate teacher training courses and for in-service training.
This book is aimed at the following children: primary school, university . This reading book uses the phonics method. This approach concentrates on teaching children how to map between sounds and spellings, allowing them to decode written words into their constituent sounds. Phonics skill thus involves being able to split the written word 'cat' into the phonemes /k/, /a/, /t/, and to map from letter 'c' to phoneme /k/, from letter 'a' to phoneme /ae/ and from letter 't' to phoneme /t/. Decoding skill is useful when reading unfamiliar words which use regular spelling sequences.
There are 192 pages in this book. This book was published 2003 by Taylor & Francis Ltd .
This book has the following chapters: Introduction; From copy to creation: the teaching of writing before the 1980s; From process to genre to strategy:recent developments in the teaching of writing; Routines and resources; Composition; Transcription: spelling, punctuation and handwriting; Monitoring and assessing writing; Meeting individual needs; Specific learning difficulties in writing.