Original paper: LINK
By Debra Myhill, Teresa Cremin and Lucy Oliver
Introduction
This research paper explores teachers’ subject knowledge for writing. It presents findings from the Teachers as Writers project, which involved a creative writing course for teachers led by professional writers. The study revealed how professional writers’ insights into writing as a craft can inform and enhance teachers’ subject knowledge for writing instruction.
Recently, the concept of subject knowledge for writing has become a subject of interest [LINK, LINK and LINK]. Understanding the craft of writing – something professional writers excel in – could enhance our own teaching practices. ‘Craft knowledge’ (what we like to call craft moves) includes techniques and strategies for writing and having the ability to teach and model these techniques to children (See our Big Book Of Writing Mini-Lessons: Craft Knowledge For 3-11 Year Olds for more details and classroom examples).
Findings
Author interviews and tutorials provided a unique view of professional writers’ craft knowledge, revealing both their general principles and their specific practices when producing quality writing. It should be noted that the focus of this particular study was narrative and so this may have influenced the themes identified. Interviewing other types of writers could yield even more exciting insights.
The writing process
- Preparing to write: Writers described using a variety of planning strategies, from informal brainstorming to structured organisers [LINK for examples]. Some mentioned an incubation phase where ideas are mentally developed before being written down [LINK].
- Creative experiment: Writers valued exploratory writing as a way to discover new ideas and directions [LINK].
- Drafting: Involved consistent effort and perseverance, with initial drafts often considered rough [LINK].
- Reviewing: Involves evaluating their manuscript from a reader’s perspective. Critical feedback is crucial [LINK and LINK for classroom examples], but writers must retain ownership of their compositions.
- Revision: The most frequently discussed process, characterised by significant text modifications, including cutting, expanding, and restructuring to enhance reader clarity and impact [LINK for a classroom example].
Knowledge of language choices
- Word choice: Writers emphasised the importance of choosing precise vocabulary to create very specific effects [LINK].
- Conciseness: Focused on eliminating unnecessary words to maintain clarity [LINK].
- Detail: Writers recommended adding precise details to strengthen descriptions and create vivid imagery [LINK for examples].
- Sentence structure: Discussions included principles of effective sentence construction and punctuation [LINK and LINK].
- Avoiding clichés and technical aspects: Writers advised against using clichés and stressed technical accuracy in spelling and punctuation [LINK].
Knowledge of genre choices
- Narrative structure: Effective stories typically involve utilising a story arc [LINK for examples]
- Characterisation: Emphasis on understanding characters deeply and revealing them through actions and dialogue rather than direct description [LINK, LINK, LINK and LINK for writing units].
- Viewpoint: Importance of selecting appropriate narrative perspectives to engage readers effectively [LINK].
Being an author
- Drawing on their funds-of-identity: Writers often use personal experiences creatively, even if fictionalised [LINK].
- Authorial intention: Writing starts with a clear purpose or message, and authors should write with authenticity [LINK].
- Emotional connection: Personal emotional engagement can enhance the narrative’s impact [LINK].
- Voice: Writers develop a unique writing voice through imitation, intertextuality and personal expression.
- Drawing on reading: Reading influences a writer’s style and technique [LINK].
Writer-reader relationship
- Understanding the reader: Writers consider the reader’s needs and strive for clarity [LINK and LINK].
- Engaging the reader: Techniques to captivate readers include creating high stakes and evoking vivid imagery [LINK].
- Impacting the reader: Writers use language to influence and surprise the reader, often leaving spaces for interpretation [LINK].
This paper proposes a new framework for understanding subject knowledge in teaching writing by analysing professional writers’ insights. It calls this knowledge craft knowledge and categorises into the five themes you’ve seen above. This framework would be useful to any teacher looking to improve their understanding of the writer’s craft and in the process improve their teaching practice.
If you’ve found the idea of teaching craft knowledge interesting, consider looking at our: Big Book Of Mini-Lessons: Lessons That Teach Powerful Craft Knowledge For 3-11 Year Olds.