Table of Contents

List of illustrations Acknowledgments Introduction: Multiple voices 1. Laying the foundations for teaching writing Part1: Children as writers 2. The role of talk 3. The role of texts 4. Writing as design 5. Agency, autonomy and choice 6. The role of metacognition Part 2: Teachers as Writers 7. Writing teachers: teachers who write and writers who teach 8. Teachers’ insights from inside the process Part 3: Professional Writers 9. Professional writers: working in schools 10. Professional writers: working in the workplace Conclusion: Synthesising voices References Index

List of illustrations Acknowledgments Introduction: Multiple voices 1. Laying the foundations for teaching writing Part1: Children as writers 2. The role of talk 3. The role of texts 4. Writing as design 5. Agency, autonomy and choice 6. The role of metacognition Part 2: Teachers as Writers 7. Writing teachers: teachers who write and writers who teach 8. Teachers' insights from inside the process Part 3: Professional Writers 9. Professional writers: working in schools 10. Professional writers: working in the workplace Conclusion: Synthesising voices References Index

About the Author

Teresa Cremin (Grainger) is Professor of Education at the Open University, UK. Debra Myhill is Professor of Education at the University of Exeter, UK.

Reviews

"It’s fantastic from my point of view as both an oral storyteller and a writer that the book gives attention throughout to what people at all levels say about writing. It listens to their voices." - Mary Medlicott, Early Learning website