Free purposeful writing tasks resource

Contexts for writing and teaching about genre

Contexts for writing and teaching about genre is a free downloadable resource for primary school teachers. It provides an overview of purposeful writing tasks that apply to teaching any genre, before covering relevant teacher knowledge, including for teaching specific genres - narrative texts, reports and persuasive writing. It then looks briefly at the different conventions and structures of three genres.

The purpose of this free downloadable resource is to show how you can support students in develop their skills with paragraph writing and planning their writing.

Liked this free downloadable resource from Essential Resources? Check out the best-selling How to Teach Writing, Spelling and Grammar by Helen Walls with Christine Braid.

Ages: 5-13 | Pages: 4 | Code: E51249F

Series: How to Teach Writing, Spelling and Grammar

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How to Teach Writing, Spelling and Grammar

Free purposeful writing tasks resource

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Helen Walls

Dr Helen Walls is a professional learning facilitator and educational researcher, with 20 years’ experience working in schools. She is committed to raising achievement in writing by sharing evidence-based, practical methods to engage every student. Helen is managing director of The Writing Teacher, a consultancy that provides writing workshops and resources for teachers, all accessible online. She is also a member of the Massey University school support team. For her PhD thesis, Helen conducted two empirical studies into the teaching of writing, which included a trial of the Fast Feedback Formative Evaluation System outlined in this book. She has published with The Australian Journal of Learning Difficulties and The Education Hub.

Christine Braid

Dr Christine Braid has 40 years’ experience as an educator, including 12 years as a classroom teacher and 25 years as a teacher educator with a focus on literacy teaching. In her academic studies, she has specialised in literacy: she has a Diploma of Children’s Literature, her MEd thesis looked at using picture books for developing comprehension discussion with older primary students and her PhD examined the influence of teacher knowledge and practice on literacy outcomes for new primary students. Combining her practical and her experience, Christine works with teachers to promote systematic and explicit teaching and to provide opportunities for incidental learning. Christine has a particular enthusiasm for finding ways to inspire teachers and children using books.