For many people, memories of writing at school will be of practising handwriting, writing out spelling corrections five times each and copying things off the board. You may also remember writing stories while the teacher walked round telling everyone to write more or to try harder.

Now and again you may have been asked to write a poem. But opportunities to write non-fiction, such as reports, leaflets or adverts, were probably rare.

Teachers used to put a lot of effort into inspiring children to write and just as much effort afterwards into marking. However, focused teaching about the writing process and ways to improve writing probably didn't happen.

In the past, many schools used to ignore children's early learning. They believed that children couldn't and shouldn't write until they had been taught to form letters and spell words correctly. Writing quality was frequently judged by neatness and correctness. As a result, children's writing often lacked imagination and excitement because they were scared to try new things.

Teaching today builds on children's pre-school learning. Early writing attempts are encouraged and praised. Children are given opportunities to 'read' their writing to a friend or the teacher.

Their vocabulary is developed through discussion, reading and hearing quality texts read aloud. They are taught to notice the ways that authors use language to create particular effects such as excitement or humour.

Children are encouraged to use texts they have read as models for their own writing. Most importantly they are treated as real writers from the start, and a genuine purpose and audience is suggested for their work.

Writing is often taught to a whole class at a time. The teacher may model the complete writing process, including the bit we say in our heads as we plan what to write. Children watch and listen as the teacher writes, sometimes adding their ideas for the teacher to include.

During a shared writing session, teachers might also write a section, then stop and ask pupils to continue on their own. Ideas are then shared, tried and children experience at first hand the effect created when words and phrases are changed.

Children are also taught writing skills in small groups, supported by the teacher or teaching assistant. All this teaching about writing aims to help children develop a range of strategies that they can draw on when they write independently.

Based on an article by Judith Puddick

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