Thinking for Primary Writing

Adrian Copping has been involved in primary education for over 25 years, as a teacher, subject leader, senior leader, and teacher educator. He taught in two contrasting primary schools and currently leads the University of Cumbria’s Primary PGCE where he has been involved in researching and writing on primary English for over ten years. He completed a PhD in creative thinking and children’s writing, using the research and framework for this book.

...including considerable work in school, this book provides insights into the writing process and ways to develop it. ...(It) is an excellent addition to texts on children’s writing and brings a refreshing and often original perspective which, if taken on board by educators, should improve children’s writing and the ways in which it is taught.Professor David WaughDurham University...Thinking for primary writing is a thought-provoking and practical guide that successfully bridges the gap between theory and application in the realm of children's writing. It is crafted resource, achieved as a culmination of high-quality research. This book will inspire educators and parents with the tools they need to cultivate creative thinking and enhance the writing skills and writing attainment of our future pupils.This book is a must-read for anyone committed to fostering a love for writing and imagination in children.Megan Stephenson, Associate Professor, School of Education, Leeds Trinity UniversityThis professional guidance book presents a powerful framework for developing children’s creative thinking during the writing process. The underpinning research project involved the researcher teaching children in a case study primary school and so the whole project is strongly grounded in classroom practice and a real-world context. The guidance provided in each chapter is supported by theory and research and helpfully illustrated by reflecting on concrete classroom examples. The book is a useful research-informed practical guide for teachers and schools determined to develop children as effective and confident writers.Pete Boyd, Professor Emeritus in Professional Learning University of Cumbria, Visiting Professor of Education University of Hertfordshire

• Introduction – ‘Think for Writing’: What? Where? Why? How? Chapter 1: The architect’s brief: What is so hard about writing? Chapter 2: Choosing the tools: Creative thinking skills Chapter 3: Laying the foundations Chapter 4: The building blocks Chapter 5: The importance of cement: Connecting the blocks Chapter 6: Working between the gaps Chapter 7: Call the scaffolders: the role of the task Chapter 8: Here comes the building inspector: Assessment and learning Chapter 9: The big reveal: What they said Chapter 10: Changing the landscape