Co-constructing writing: handing over the reins to young authors

Learning to write is a complex process and children have to orchestrate a range of processes and skills in order to produce written messages. Young children are facing increasing demands in terms of the expected complexity of their written messages in education settings across the world. Teachers, i...

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Bibliographic Details
Published inEducation 3-13 Vol. 49; no. 4; pp. 412 - 421
Main Author Harmey, Sinéad J.
Format Journal Article
LanguageEnglish
Published Long Marston Routledge 19.05.2021
Taylor & Francis Ltd
Subjects
Classroom Communication
Difficulty Level
Early childhood education
Elementary School Students
literacy
Observation
Personal Autonomy
Student writing
Teacher Student Relationship
teaching
Teaching Methods
Writing
Writing Evaluation
Writing Instruction
Writing Processes
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Summary:Learning to write is a complex process and children have to orchestrate a range of processes and skills in order to produce written messages. Young children are facing increasing demands in terms of the expected complexity of their written messages in education settings across the world. Teachers, in turn, are challenged to support children and guide them towards independence in writing. This article explores the complexity of writing and, drawing on a study that describes the implementation of an observation as assessment framework for supporting writing, practical research-based strategies are provided to leverage observation as a form of assessment and how to support children to organise their own composition of messages.
ISSN:0300-4279
1475-7575
DOI:10.1080/03004279.2020.1732438