Writing together, rather than alone, foregrounds dialogic dynamic and social function. It challenges writers to attend to voice and process. Within trusted groups, writing teachers re-discover, experiment and practise inclusive pedagogies. They develop teaching and writing approaches that motivate pupils to learn through writing and about how writing matters more than a test score.
Lorna Smith and I have been analysing secondary teachers' writing and discussion emerging from three NWP writing workshops in Bristol, Sussex and London. These workshops were designed and run in partnership with Graham Parr and his team at Monash University in Australia. We focused on three areas:
- formative moments in teachers' own writing histories
- how a writing group discovers new affordances of writing
- how pupils have benefited from having a teacher who writes themselves
This week, at the ARLE conference in Lisbon, Lorna will present the evidence and our findings. Details will be published later on the site.
NWP outreach director