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Writing Under Control


reviewed by Sherri Phillips Merritt — 2004

coverTitle: Writing Under Control
Author(s): Judith Graham and Alison Kelly (Editors)
Publisher: David Fulton Publishers, London
ISBN: 1843120178, Pages: 160, Year: 2003
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In Graham and Kelly’s Writing Under Control Rebecca Bunting notes, “Formerly it was teachers who exercised their professional judgment in the teaching of writing; now, writing is a focus of public debate, driven by economic and social concerns and regulated by public policy” (p. 7).  In fact, the National Literacy Strategy released by the Department for Education and Employment in the United Kingdom in 1998 “… takes the National Curriculum for English as its starting point and goes on to prescribe exactly what we should teach and when; never before has the teaching of writing (and reading) been so externally controlled” (p. viii).  Schools use a highly structured and prescriptive daily “literacy hour” as the basic framework for teaching the objectives of the National Literacy Strategy.   Recognizing that an imposed framework for literacy instruction carries with it the danger of disempowering teachers and decontextualizing literacy instruction, Graham and Kelly have set out to offer primary teachers a book that provides them with an historical overview of writing instruction, subject knowledge... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1541-1544
http://www.tcrecord.org ID Number: 11294, Date Accessed: 4/19/2018 7:31:29 AM

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About the Author
  • Sherri Merritt
    University of North Carolina at Greensboro
    E-mail Author
    SHERRI PHILLIPS MERRITT is an assistant professor of Education and teaches courses such as Teacher as Researcher, Language Arts/English Methods, Teaching Writing in the Elementary and Middle School, and Qualitative Research in Education. She has an article in press for the journal Language Arts exploring how to approach teaching data analysis to novice student and teacher researchers. Currently she is working on a team research project to explore how eighth and ninth grade teachers can use literacy in the content areas to improve the academic success of students as they transition from middle school to high school.
 
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