shared understanding of good writing?

Abstract

This qualitative study explores how writing is conceptualised by teachers within the context of the primary National Curriculum and statutory writing assessment in England. The 10 participating teachers were drawn from nine primary schools and were interviewed about writing and writing assessment in year 6. Ivanic’s discourses of writing were used as the basis of a thematic analysis framework, which focussed on teachers’ perspectives and opinions. Findings showed that reference to the creative and skills discourses were most dominant within the teachers’ viewpoints; however, they also showed alignment to other discourses. Many of the teachers’ views were at odds with the National Curriculum and statutory writing assessment and this is discussed in relation to the tensions and conflict this created in pedagogy, attitudes, and assessment.