Writing at Key Stages Four and Five

1. Ways into writing through knowledge of teenage fiction

A key priority has been to develop student teachers' knowledge of a broad range of fiction for secondary aged students. Engaging texts that are well written provide a wealth of stimuli for creativity in the classroom. From an early stage student teachers are encouraged to consider how they can build upon students' reading of fiction in order to promote successful strategies for writing. This process is begun as part of the pre–reading requirements. Thus student teachers will arrive at the start of the course having read at least five recommended texts. Major authors might include Philip Pullman, John Steinbeck, Mildred D. Taylor, Berlie Doherty, Meera Syal and Melvin Burgess.

Stage one

• Student teachers deliver a three-minute presentation based upon an allocated text, outlining plot, themes, characterisation, setting and importantly ideas for related writing activities that could be undertaken by students. During the presentations the other student teachers make notes and thus they have a useful overview of a range of texts and ideas for writing tasks.

Stage two

• Using a virtual learning environment each student teacher posts a short written review of approximately150 words about a fiction text that could be used in the secondary English curriculum. Here is an example of a student teacher’s review:

A Gathering Light – Jennifer Donnelly

The story is set in 1905 and is based on a real murder mystery in England at the time. The narrator is Mattie, a 16–year old girl whose mother has died, leaving her with the household responsibilities. Mattie has an incredible talent for writing and is offered a scholarship in New York but cannot afford to go. However, Mattie’s determination along with help from her radical English tutor leads her to a summer job at a grand hotel. It is here that a young woman, Grace, gives Mattie her letters, making her promise to burn them. Before she gets the chance however, Grace is found drowned, her male companion missing. Through reading the letters, Mattie discovers the story of Grace’s life as well as rethinking her own priorities in life.

This book contains some strong sexual reference and would be a private read for fifteen or sixteen year olds. However, extracts such as the letters of Grace could be used in a classroom context.

Chloe Perry PGCE student teacher 2004

Stage three

• Student teachers are placed in small groups and are given a shared text and required to design a scheme of work for a designated age group. Those designing one for a KS4 class need to adhere to the relevant assessment objectives and plan a range of writing tasks. This year's student teachers included the following ideas in their schemes: agony aunt page, writing with a different narrative voice, diary entries, writing an extra chapter and alternative endings.

Stage four

• Student teachers attend a session that focuses upon KS4 texts currently on GCSE syllabuses. Using the assessment objectives and examination criteria student teachers are asked to design a series of activities that focus on the relevant text and develop appropriate skills in writing. It is useful at this stage for student teachers to be directed to read examiners' reports available on–line from the relevant boards. A popular examination board is AQA available here.

Stage five

• One session involves modeling an A level English Language lesson where student teachers replicate the style of a chosen writer. In pairs they undertake a close linguistic analysis of the opening of a novel aimed at teenage readers, identifying key features such as the use of modification, sentence type, pronoun usage, personal voice, direct speech, non standard usage, ellipsis etc. Student teachers then continue the passage consciously using the techniques identified for literary effect.