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Writing
Part of the joint NIACE and NRDC series, Developing Adult Teaching and Learning: Practitioner Guides
Sue Grief and Jan Chatterton
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Published by NIACE in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of guides to good practice – each in a key area of adult education – arising from five Effective Practice Studies carried out by NRDC from 2003 to 2007.
The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided.
Based on the findings of a research study on writing, and written for teachers working with adults and young people in Skills for Life provision this guide is intended to encourage teachers to reflect on writing and the ways in which they teach this in their classes, providing examples and inspiration to try new approaches. Grief and Chatterton challenge readers to ask questions and undertake their own classroom research in order to understand better how best to help their learners develop as writers.
The key messages in the book are relevant to all teaching contexts. The examples included within the book are drawn from a wide range of sources and from classes at different levels.
Click here to order all nine guides in the series for a special price
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Contents
| Acknowledgements | |
| About this book | |
| Chapter 1 | Writing matters Writing is important to learners Writing is important to employers Writing needs to be placed in the spotlight |
| Chapter 2 | Moving from research to
practice The research study Research findings Different aspects of writing and different starting points Text comes first Theories of writing Writing as social practice If you want to find out more |
| Chapter 3 | Introducing learners to writing Create a supportive atmosphere Reduce the load Talk can be work It doesn’t have to be right first time Provide a model Provide a frame Writing together ICT as a motivation to write Scribing for the learner Delay assessment Functional and expressive writing Beginner writers are not beginner thinkers Writing with Pre-entry learners More ideas to encourage learners to write If you want to find out more |
| Chapter 4 | Writing is a process Before you write Genre The first draft Improving the first draft Writing takes time If you want to find out more |
| Chapter 5 | Looking beyond the classroom A suggested activity for an established group Building on the writing learners already do Taking account of learners’ needs and interests Shared contexts for writing Authentic writing activities Publishing learners’ work If you want to find out more |
| Chapter 6 | The technical aspects of
writing The ‘teachable moment’ Learning from learners’ errors Feedback to the learner If you want to find out more |
| Chapter 7 | Collaborative writing Project findings The teacher’s role Materials for collaborative writing activities |
| Chapter 8 | What next? |
| References |
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The joint NIACE and NRDC series, Developing Adult Teaching and Learning: Practitioner Guides
Click here to order all nine guides in the series for a special price |
Methods of payment: All prices quoted EXCLUDE postage and packing except the journals where p&p is included in the price. For details of these charges please go to Purchasing Information. In addition to paying for books via the website, the following methods of payment are available: By Phone: credit/debit card orders can be taken over the phone on
+44 (0)116 204 7068/2804. |
