| Introduction
Throughout the development of English as a subject illiteracy has been perceived as a social ill and writing as central to this perception. In the quest to raise standards there has over the last two decades been an unprecedented political involvement in shaping the English curriculum through the National Curriculum (2000), The National Literacy Strategy and from 2002 the Framework for teaching English: Years 7, 8, 9 (2001) and now the National Curriculum (2007).
The challenge of training the next generation of teachers to improve the overall standard and repertoire of students’ writing is a major one. The 2007 SATs results for 7 year olds show 11% more girls gaining level 2 for writing than boys and by age 11 the difference has increased to 15% more girls achieving the expected level 4 than boys. The 2005 results for key stage 2 show that only 63% of pupils were achieving a level 4 or better for writing compared to 85% for reading. Thus the pressure upon schools and individual teachers to raise standards in writing is palpable as well as to close the gender achievement divide, particularly at Key Stages 4 and 5 where achievement in predominantly written external examinations is the main criteria of success.
Central to contemporary English teaching is the tension between the teaching of the more functional aspects of literacy and the development of creativity. This is further exemplified in the recent curriculum changes where functional English is a separate qualification whilst there is a creativity strand coupled with diplomas in creativity and media being introduced. Moreover, whilst the National Curriculum requires students to be explicit about the conventions of genre, audience and purpose, English teachers are also encouraging the use of writing to enable adolescents to find their own voice to effectively express personal concerns and experiences:
As teachers we must be sensitive to the created texts that pupils give to us. In our efforts to improve pupils’ writing we should recognise their often tentative steps towards inviting the outside world to view their efforts
(Clarke, Dickinson and Westbrook, 2004:307)
The synthesis between personal voice and language choice for purpose, audience and genre is well illustrated in an apposite comment from the Examiner's Report on the Original Writing component of an English Language AS examination:
Choice of task continues to be of fundamental importance. It is crucial to provide guidance so that candidates choose a task that both reflects their own interests and also develops their skills in crafting language for a particular purpose / audience / genre.
(AQA, 2004:13)
Student teachers are likely to be entering with qualifications from a range of 'English' backgrounds which might include literature, media, linguistics, as well as creative writing and it is important to enable them to utilise this range of expertise. They can share their breadth of skills with peers and those with particular expertise in writing can encourage and mentor others.
Student teachers need to develop as confident and assured writers themselves. This is crucially important if they are to model the writing process and to be able to react sensitively to the often hesitant steps forward of students as writers. Several studies have highlighted the importance of this: Cliff Hodges (2002) provides an interesting account of student teachers going into schools and presenting stories they have written themselves. Teresa Grainger's research (2005) stresses the value of teacher authenticity when modeling writing and Simon Wrigley (2002) relates how a group of teachers in Bedfordshire increased their understanding of the writing process when undertaking collaborative writing in response to visual stimuli. All these three writers are unequivocal in stressing the value of both student teachers and teachers actively engaging in and reflecting upon the process of 'doing' writing as fundamental part of 'teaching' writing.
These materials address the following Professional Standards for Qualified Teacher Status:
Q14, Q15, Q18, Q19 and Q22.
Links with other areas of the website
Writing at Key Stages 2 and 3
http://www.ite.org.uk/ite_topics/writing_at_KS2-3/001.php
Reading for Discussion – Writing
http://www.ite.org.uk/ite_readings/writing_20071130.pdf
Reading for Discussion – Writing at Key Stage 4 and post-16
http://www.ite.org.uk/ite_readings/writing_ks4_p16_20071130.pdf
 
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