Quigley | Closing the Writing Gap | Buch | 978-1-032-01767-9 | www.sack.de

Buch, Englisch, 210 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 391 g

Quigley

Closing the Writing Gap


1. Auflage 2022
ISBN: 978-1-032-01767-9
Verlag: Routledge

Buch, Englisch, 210 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 391 g

ISBN: 978-1-032-01767-9
Verlag: Routledge


This book explains seven critical steps to improve children's writing. Though seemingly ‘natural’, writing proves devilishly difficult for far too many school pupils and closing this gap can have a lasting impact on their academic and life success.

With the goal of giving every teacher the knowledge and skill to teach writing with confidence, it makes sense of the history and ‘science’ of writing, synthesising the debates and presenting a wealth of usable evidence about how children develop most efficiently as successful writers.

It trains teachers to be an expert in how pupils learn to write, from the big picture of planning, editing and revising your writing, to the vital importance of grammar and spelling with accuracy. Highly practical strategies and easy-to use classroom activities are included to help teachers seize opportunities across the curriculum every school day to teach the critical writing process.

Closing the Writing Gap will guide teachers at every stage of their career and when used with Alex Quigley’s much-loved books on Vocabulary and Reading gives school leaders evidence-based approaches to literacy that can be applied across a school or a group of schools.

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Zielgruppe


Professional Practice & Development


Autoren/Hrsg.


Weitere Infos & Material


Chapter 1. Introduction Chapter 2. The history of writing Chapter 3. The not-so-simple science of writing Chapter 4. Grammar time Chapter 5. Crafting great sentences Chapter 6. Disciplinary writing Chapter 7. Practical strategies Chapter 8. Next steps Appendix Bibliography


Alex Quigley is a National Content Manager at the national educational charity, the Education Endowment Foundation, UK. Previously, he was Director of Huntington Research School and an English teacher at Huntington School, York. He is also a columnist for TES and Teach Secondary.



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