The writing conundrum: A teacher’s attempt to resolve issues relating to the teaching of writing in the contemporary English classroom.Tools Fairbrother, Josephine (2018) The writing conundrum: A teacher’s attempt to resolve issues relating to the teaching of writing in the contemporary English classroom. [Dissertation (University of Nottingham only)]
AbstractIn this dissertation, I share my reflections on the complexities of teaching writing in the contemporary secondary English classroom. I consider literature which highlights that writing is rarely fully understood and that this, combined with the pressures of accountability measures and policy reforms has led to a problematic reliance on teaching decontextualized ‘skills’ rather than developing students’ ability to craft content and meaning independently. In turn I argue that this is particularly damaging for students from low socio-economic backgrounds or who are considered to be ‘low-ability’ as they are less likely to internalise these aspects in another setting. From my reading, I take the position that writing is a personal, social and contextualised act that has the potential to be incredibly powerful if taught in such a way. As such, I maintain that to not teach writing from this position is to deny students access to the powerful realms where it is a dominant form of expression and communication – reinforcing the links between the teaching of writing and social justice.
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