English Teaching: Practice and Critique
Close reading of students' writing: What teachers learn about writing
Volume 4 Number 2 September 2005
Libby Limbrick (Faculty of Education, Auckland University)
Nicky Knight (Faculty of Education, University of Auckland)
A professional development initiative in writing
provided a context in which teachers could research their own knowledge
about writing, writing assessment and writing instruction. Through
close attention to student writing samples, and debate in ascertaining
writing levels using the English Exemplars, teachers articulated
growing confidence in their knowledge of language and the writing
process. This was reflected in an increased confidence in, and ability
to articulate, beliefs about writing instruction. The moderation
process for ascribing levels to the student samples took place within
professional learning communities. The paper identifies some problems
in establishing these as productive and positive contexts for teachers
as researchers.