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Using Talk to Support Writing
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Using Talk to Support Writing



April 2010 | 200 pages | SAGE Publications Ltd
Using Talk to Support Writing presents a new and innovative approach to the teaching of early writing. The authors discuss both theoretical and practical issues around using talk in the classroom to support children as they learn to write.

Set within the context of national concern for achievement in the development of writing ability, it addresses the gap in understanding early teaching and focuses on the exploration of how talk and writing interface. This includes:

- Numerous examples of teaching and activities for using talk to support writing

- Using extensive data from classrooms; video and audio recordings, and transcripts of children's talk

- Exploring three aspects of talk when used to support writing: talk for idea generation; talk for oral rehearsal and talk for reflection.

This book is for students on Primary ITT courses, particularly for English specialists. Students on M-level English and literacy courses will also find it useful.

 
Classroom Poster
Debra Myhill
Learning to Write
Susan Jones
Exploring Classroom Talk through Action Research
Being Involved in Research: The View from a School Frances Dunkin
Ros Fisher
Talk to Generate Ideas
Lesson Plans for Idea Generation  
Conscience Alley  
Forum Theatre  
Freeze-Frame  
Using Music  
Debra Myhill
Writing Aloud: The Role of Oral Rehearsal
Using Write Aloud in the Classroom Rachael Milsom
Susan Jones
Talk into Writing
Lesson Plans for Write Aloud  
Invisible Writing  
Magic Pencil  
Paired Writing  
Talking to a Toy  
Shirley Larkin
Talk for Reflecting on Writing
The Art of Reflection Corinne Bishop
Ros Fisher
Talking about Writing: What the Children Told Us
Lesson Plans for Reflection  
Evaluating Writing  
A Step-by-Step Writing Guide  
Thinking Cap  
Two Ticks and a Wish  
Ros Fisher
Managing Talk for Writing in the Classroom
Linda Bateman
My Favourite Lesson

'This book represents a new departure in education literature by its demonstration of a powerful partnership between theory and practice in early writing...Its uniqueness rests not only in the effective collaboration between professional researchers and teachers, but also in the inspiring way that this collaboration is portrayed...The research takes a fresh, focused look at what actually happens when children talk before, during and after writing, and how talk can be used to to develop specific writing skills...I would also recommend it to be read as a model of best practice in research partnership' -
English four to eleven


'This book is essential reading for any teacher, literacy coordinator or student wanting to take a serious, research-based look at writing. It offers a superb balance between discussion of how to teach writing and how to inquire into the way that writing is taught in the classroom or school. The book's structure positions the reader in a dynamic relationship to the text, which promotes an active understanding of the pedagogical decisions teachers make and of the links between theory, research inquiry and practice. This innovative approach to writing about research is both inspired and inspiring' -
Sue EllisUniversity of Strathclyde

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