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Gonzalez-Diaz, V, Parr, E and Nourie, K (2024) Conceptualisations of 'good' writing in the English primary school context. Language and Education. pp. 1-24. ISSN 0950-0782
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Abstract
This study investigates conceptualisations of ‘good’ writing held by local education leads, primary school teachers and their pupils following the most recent iteration of England’s National Curriculum. Despite curricular changes designed to improve writing performance, significant discrepancies in ‘good’ writing constructs and priorities are recorded across stakeholder groups: leads primarily value the interpersonal and stylistic aspects of writing, pupils conceptualise writing quality as a mastery of ‘technical accuracy’ whereas teachers frame writing as an opposition between reception matters and technical accuracy. Our analysis also indicates that the latest curriculum guidelines provide less detailed information on the non-compositional aspects of writing than earlier descriptors. This is likely to influence school practice and negatively impact the development of a shared concept of ‘good’ school writing that may be foundational for substantial improvements in children’s writing outcomes.
| Item Type: | Article |
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| Uncontrolled Keywords: | assessment; Good writing; key stage 2; primary school; writing constructs; Good writing; primary school; key stage 2; assessment; writing constructs; 3901 Curriculum and Pedagogy; 39 Education; 4 Quality Education; 1302 Curriculum and Pedagogy; 1702 Cognitive Sciences; 2004 Linguistics; Education; 3901 Curriculum and pedagogy; 3903 Education systems; 4704 Linguistics |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education Z Bibliography. Library Science. Information Resources > Z004 Books. Writing. Paleography |
| Divisions: | Education |
| Publisher: | Taylor and Francis Group |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 05 Feb 2025 15:44 |
| Last Modified: | 05 Feb 2025 15:45 |
| DOI or ID number: | 10.1080/09500782.2024.2369268 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/25546 |
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