The authors link their findings to the broader issues of policy and our understanding about how writing is taught and used in transition. This timely book examines issues such as:
* transition, continuity and progression, and how these can be managed to ensure standards do not suffer
* the variety of teaching and uses of writing in Years 6 and 7
* secondary school teachers' views of writing, and what practice is most effective for them
* different ways of thinking about transition, continuity and progression
* how the National Literacy Strategy has affected continuity and progression in children's writing at transition.
This interesting study of the uses of writing will be a valuable resource, with practical suggestions, to teachers and educators in primary and secondary schools.
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