Publisher's Synopsis
In a book written specifically for secondary school teachers, the authors offer an analysis of classroom writing. Many children who seem to understand what they are taught in lessons nevertheless go on to produce written work that is inadequate and inappropriate. Drawing upon extensive classroom research, the authors lay bare the hidden rules and expectations which pupils have to satisfy whenever they write, especially in science, humanities and English. They examine the extent to which pupils are aware of these "ground rules", and what effect this has upon their progress in schools. As they discuss the implications of their analysis, the authors not only provide practical advice to teachers about ways of teaching writing more effectively, but also raise particular subjects and the relationship of school writing to wider social patterns and processes. The book presents ideas about the ready-made frameworks that help us all, adults and children alike, to understand the world and to talk and to act appropriately in it.
