Locke, T. & Myhill, D. (2007). Editorial: Composition in the English/literacy classroom, English Teaching: Practice and Critique, 6(1), 1-10.
Permanent Research Commons link: https://hdl.handle.net/10289/3416
The act of writing is a complex task. About that, there is almost complete agreement, whether you are a psychologist, a linguist, a socio-cultural theorist, a teacher, or a student battling with an assignment deadline and a blank page. For the emergent writer in the infant classroom, the challenge of communicating in writing is compounded by the sheer effort of transcription – remembering to put spaces between words, shaping upper and lower case letters, marking sentence boundaries with full stops, and representing words in your head as accurately spelled sequences of letters on the page. For the older writer, the complexity persists, though the challenges change. Although transcribing text onto paper or screen may be less effortful, understanding the expectations of the writing task and imagining the needs of the (implied) reader create different obstacles to effortless composition.
University of Waikato
This article has been published in the journal: English Teaching: Practice and Critique. Used with permission.
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