Pupils across the age range and across the curriculum spend a lot of time writing, yet teachers often do not receive much training on how to teach writing. This book shows teachers how to approach the teaching of writing so that they can teach writing as part of the whole curriculum and as a component of pupils' linguistic development.

1. Thinking about writing eg; * place in curriculum; * the writing cycle; * progression (what to do when); * common abuses; 2. Teaching the writing process eg; * Writing roles: the composer and the secretary; * process and product: it's not either/or; * main stages in the process; * writing frames (David Wray); 3. Starting points; * getting ideas; * free-writing; * intensive writing (Margaret Langdon); * stimuli; 4. Drafting and redrafting eg; * Helping pupils to plan; * Responding to drafts; * Proofreading; * presentation; 5. Forms and structures eg; * Essays; * Reports; * Narratives; * poetry. 6. Writing for different audiences eg; * Who are we writing for? specifying the audience; * The key distinction: personal and impersonal audiences; * Writing for real audiences; * Writing for simulated audiences; 7. Technology (handwriting, ICT) eg; * Pens; * physical factors (seating, posture, grip); * ICT as a stimulus; * ICT and the drafting process: on not starting at the top; 8. Spelling eg; * good practice; * bad practice (often well-intentioned and sadly all too common); * whole school approaches; * children's spelling ages; 9. Punctuation eg; * Teaching punctuation marks as road signs; * Showing how punctuation affects meaning; * Speech marks; * Apostrophes; 10. Assessment and evaluation eg; * self-assessment by pupils; * establishing symbols for marking; * practical techniques for marking; * what to do with the results; 11. Resources eg; * Dictionaries; * Objects in the classroom; * Websites for pupils; books for teacher.