How can we use strategies to encourage engagement, alongside the explicit teaching of vocabulary, in order to support disadvantaged, Send pupils to improve their descriptive writing

Bibliographic Data

ID21548014
AuthorsLaura Thomas (0000-0001-5311-2362, Institute of Education, University College London, UK, corresponding author)
Year2020
Volume54
Issue3
Pages285-298
Publication date2020-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEnglish in Education (JOURNAL)
Journal identifiersISSN: 0425-0494 • E-ISSN: 1754-8845
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/04250494.2020.1794810
OpenAlexW3045421264
LanguageEN
Citations received1
References cited11

This paper reports on an intervention in a London school with boys with special educational needs and a lack of motivation to write descriptively. They displayed inconsistency in their written outcomes and a repetitive, limited range of vocabulary. While these issues were intertwined, the strategies described in this paper sought firstly to tackle the motivation and engagement of these pupils with descriptive writing and secondly to address vocabulary acquisition in relation to writing. The sequence of lessons outlined in this paper addressed issues of self-confidence, self-efficacy and the specific needs of the group, alongside tackling the vocabulary gap and the need for in-depth scaffolding of writing. The combination of strategies outlined made an impact in both areas. However, pupils became more confident in their capacity to write, and there was a notable move away from a negative “bottom set” mentality

Business · Descriptive research · Disadvantaged · Linguistics · Mathematics education · Pedagogy · Political science · Social science · Sociology · Teaching method · Vocabulary · Computer Science · Educational and Psychological Assessments · Psychology · Reading and Literacy Development · Writing and Handwriting Education

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