Teaching bad writing

ABSTRACT

This article is a critique of current approaches to the teaching and assessment of writing in schools in the UK. Successive government initiatives, most particularly the latest (impoverished) version of the English curriculum, are seen as having led to a situation in which pupils are taught in a way that does not improve the quality of their writing, and often results in writing which is inflated and unconvincing. The national curriculum and assessment scheme for writing prioritises form over content; it makes grammatical complexity and ostentatious vocabulary the success criteria for assessment, to the detriment of children’s writing and learning, and of teachers’ practice.

KEYWORDS:

• Teaching
• writing
• assessment
• national curriculum

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. This and subsequent quotations at the heads of sections are taken from interviews I held with teachers (who wished to remain anonymous) during the writing of this article.

Additional information

Notes on contributors

Myra Barrs

Dr Myra Barrs is a freelance writer, consultant and researcher. She was previously director of the Centre for Literacy in Primary Education (London, UK). Her publications include books and articles on literacy, assessment, play and drama, early years education in Italy, and the work of L.S.Vygotsky.