Table of Contents

1. Introduction to teaching writing in the middle years
Tessa Daffern and Noella M. Mackenzie

2. Theoretical perspectives and strategies for teaching and learning writing
Tessa Daffern and Noella M. Mackenzie

3. Teachers as writers
Muriel Wells and Damien Lyons

4. What is involved in the learning and teaching of writing?
Tessa Daffern, Michele Anstey and Geoff Bull

5. Supporting meaning-making through text organisation
Beverly Derewianka

6. Supporting meaning-making through sentence structure and punctuation
Beryl Exley and Lisbeth Ann Kitson

7. Supporting meaning-making through vocabulary
Noella M. Mackenzie and Tessa Daffern

8. Supporting meaning-making through handwriting and keyboarding
Noella M. Mackenzie and Rebecca Spokes

9. Supporting meaning-making through spelling
Tessa Daffern

10. How multimodal text changes the pedagogy of writing
Michele Anstey and Geoff Bull

11. Supporting EAL/D and Indigenous writers
Helen Harper, Bronwyn Parkin and Jennifer Rennie

12. Teaching writing across disciplines: The upper primary school years
Tessa Daffern, Elizabeth Baker and Lauren Elise Barlow

13.Teaching writing across disciplines: The early secondary school years
Lisbeth Ann Kitson

14. Cultivating inclusive writing communities
Natalie Thompson and Chris Stevens

15. Assessing writing: Teacher-led approaches
Mary Ryan and Tessa Daffern

16. Assessing writing: Student-led approaches
Natalie Thompson and Paul Grover

Appendix Graphic organisers and assessment templates
Index

About the Author

Tessa Daffern is a Senior Lecturer in Literacy Education at the University of Wollongong, and author of The Components of Spelling. In 2012 she was one of the first Australian educators certified as a Highly Accomplished Teacher. Noella M. Mackenzie is Associate Professor in Literacy Studies at Charles Sturt University, and author of Understanding and Supporting Young Writers from Birth to 8.