Professor Debra Myhill
Pro-Vice-Chancellor and Executive Dean

Key publications | Publications by category | Publications by year

Key publications



Myhill D, Jones S, Wilson A (2016). Writing conversations: fostering metalinguistic discussion about writing. Research Papers in Education, 31(1), 23-44. Abstract.  Full text. DOI.
Myhill DA, Jones SM (2015). Conceptualising Metalinguistic Understanding in Writing. Cultura y Educacion, 27(4), 839-867. Abstract.  Full text.
Myhill DA (2009). Becoming a Designer: Trajectories of Linguistic Development. In Beard R, Myhill DA, Riley J, Nystrand M (Eds.) The SAGE Handbook of Writing Development, London: SAGE, 402-414.
Myhill, D.A. (2009). Children’s Patterns of Composition and their Reflections on their Composing Processes. British Educational Research Journal, 1(35), 47-64. Full text.
Myhill DA (2009). From Talking to Writing:. Linguistic Development in Writing. British Journal of Educational Psychology Monograph Series 11, 6, 27-44. Abstract.  Full text. DOI.
Myhill DA (2008). Towards a Linguistic Model of Sentence Development in Writing. Language and Education, 22(5), 271-288. Full text.

Publications by category


Designs

Myhill DA, Jones SM (In Press). Conceptualising Metalinguistic Understanding in WRiting.  Abstract.

Books

Myhill D, Jones, Watson, Line (2016). Essential Primary Grammar. Abstract.  Full text.
Cremin TC, Myhill DA (2011). Writing Voices: Creating Communities of Writers. London, Routledge.
Fisher R, Jones S, Larkin S, Myhill D (2010). Using Talk to Support Writing. London, Sage.
Fisher R, Jones S, Larkin S, Myhill D (2010). Using Talk to Support Writing. London, Sage.
Beard R, Myhill DA, Riley J, Nystrand M (2009). The SAGE Handbook of Writing Development. London.
Myhill DA, Jones S, Hopper R (2005). Talking, Listening, Learning. Effective Talk in the Primary Classroom., Open University Press.
Myhill, D.A. (2002). Consultant Editor for. Eames, K, Taylor, K and Trelawney-Ross, D. Writing: Steps to Success Levels 3-4+. London, Hodder and Stoughton.
Myhill, D.A. (2002). Consultant Editor for. Eames, K, Taylor, K and Trelawney-Ross, D. Writing: Steps to Success Levels 4-5+. London, Hodder and Stoughton.
Myhill, D.A. (2002). Consultant Editor for. Eames, K, Taylor, K and Trelawney-Ross, D. Writing: Steps to Success Levels 5-6+. London, Hodder and Stoughton.
Myhill, D.A. (2001). Better Writers. Westley, Courseware Publications.

Journal articles

Myhill D, Newman R (In Press). Metatalk: Enabling metalinguistic discussion about writing. International Journal of Educational Research, 80, 177-187. Full text.
Chen H, Myhill D (2016). Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35, 100-108. Abstract.  Full text. DOI.
Jesson R, Fontich X, Myhill D (2016). Creating dialogic spaces: Talk as a mediational tool in becoming a writer. International Journal of Educational Research, 80, 155-163. Full text. DOI.
Ahmed A, Myhill D (2016). The impact of the socio-cultural context on L2 English writing of Egyptian university students. LEARNING CULTURE AND SOCIAL INTERACTION, 11, 117-129. Author URL. DOI.
Myhill DA (2016). Writing Conversations: Metalinguistic Talk about Writing. Bulletin Vals-ASLA,, 103, 153-166. Full text.
Myhill D, Jones S, Wilson A (2016). Writing conversations: fostering metalinguistic discussion about writing. Research Papers in Education, 31(1), 23-44. Abstract.  Full text. DOI.
Myhill DA, Jones SM (2015). Conceptualising Metalinguistic Understanding in Writing. Cultura y Educacion, 27(4), 839-867. Abstract.  Full text.
Myhill D, Watson A (2014). The role of grammar in the writing curriculum: a review of the literature. Child Language Teaching and Therapy, 30(1), 41-62. Abstract.  Full text. DOI.
Honan E, Myhill D (2013). Editorial: 2103 non-themed issue. English Teaching, 12(3), 1-4.
Jones SM, Myhill DA, Bailey T (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing. Reading and Writing, 26(8), 1241-1263. Abstract.  Full text. DOI.
Jones SM, Myhill DA, Bailey TC (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing. Reading and Writing, 26(8), 1241-1263. DOI.
Myhill D, Jones S, Watson A (2013). Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91. Abstract. DOI.
Myhill D, Jones S, Watson A, Lines H (2013). Playful explicitness with grammar: a pedagogy for writing. Literacy, 47(2), 103-111. Abstract. DOI.
Myhill DA, Wilson AC (2013). Playing it Safe: teachers’ views of creativity in poetry writing. Thinking Skills and Creativity, 10, 101-111. DOI.
Lines HE, Myhill DA (2012). Any English Questions?. Classroom, 16, 54-56.
Myhill D (2012). Editorial. English in Education, 46(1), 1-5. DOI.
Lines HE, Myhill DA (2012). Grammar for Writing:. Sentences under the Spotlight. Classroom, 16, 4-7.
Myhill DA, Lines HE (2012). Grammar for writing: Using knowledge for grammar to improve writing. Classroom, 18, 45-48.
Lines HE, Myhill DA (2012). Grammar for writing: discovering what Year 8 students know about language. Classroom, 17, 35-38.
Myhill DA, Jones SM, Lines HE, Watson A (2012). Knowledge about Language Revisited: the Impact of Teachers’ Linguistic Subject Knowledge on the Teaching of Writing. English Drama Media, 23, 43-48.
Myhill D, Lines H, Watson A (2012). Making meaning with grammar: a repertoire of possibilities. English in Australia, 47(3), 29-38.
Myhill DA, Jones SM, Lines H, Watson A (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166. Abstract.  Full text. DOI.
Myhill DA (2012). Rethinking Grammar as a Resource for Writing. English Drama Media, 22, 47-52.
Wilson AC, Myhill D (2012). Ways with Words:. Teachers’ Personal Epistemologies of the Role of Metalanguage in the Teaching of Poetry Writing. Language and Education, 26(6), 553-568. Abstract.
Myhill DA, Jones SM, Lines HE, Watson A (2011). Explaining how Language Works: is there a place for terminology?. Literacy Today, 67, 25-27.
Lines HE, Myhill DA (2011). Focusing Fiction. Classroom, 15, 23-25.
Myhill DA (2011). Language as Putty: Thinking Creatively about Grammar. English in Aotearoa, 74, 13-20.
Myhill DA, Lines HE, Watson A (2011). Making Meaning with Grammar: a Repertoire of Possibilities. mETAphor, 2, 1-10.
Locke T, Myhill D, Fecho B (2010). Editorial: Non-themed issue: 2010. English Teaching, 9(3), 1-7.
Myhill D, Fisher R (2010). Editorial: Writing development: cognitive, sociocultural, linguistic perspectives. JOURNAL OF RESEARCH IN READING, 33(1), 1-3. Author URL. DOI.
Myhill DA (2010). Harnessing Grammar: Weaving Words and Shaping Texts. Better: Evidence-Based Education, 2010(Winter), 12-13.
Myhill DA (2010). The best words in the best order’: grammar as a creative tool for literacy. English Teaching Online, 1(Autumn).
Myhill, D.A. (2009). Children’s Patterns of Composition and their Reflections on their Composing Processes. British Educational Research Journal, 1(35), 47-64. Full text.
Myhill D (2009). Developmental Trajectories in Mastery of Paragraphing: Towards a Model of Development. Written Language and Literacy, 12(1), 26-51. Abstract.
Myhill DA (2009). From Talking to Writing:. Linguistic Development in Writing. British Journal of Educational Psychology Monograph Series 11, 6, 27-44. Abstract.  Full text. DOI.
Myhill DA, Jones SM (2009). How Talk Becomes Text: investigating the concept of oral rehearsal in early years’ classrooms. British Journal of Educational Studies, 57(3), 265-284. Abstract.  Full text.
Myhill DA (2009). Shaping Futures: Literacy Policy in the Twenty-First Century. Research Papers in Education, 24(2).
Myhill DA (2008). Towards a Linguistic Model of Sentence Development in Writing. Language and Education, 22(5), 271-288. Full text.
Myhill DA, Locke T (2007). Composition in the English/Literacy Classroom. English Teaching: Practice and Critique, 6(1), 1-10.
Myhill, D.A. (2007). Designs on writing (3). Secondary English Magazine, 11(1), 25-28.
SJones, Myhill DA (2007). Discourses of Difference? Questioning Gender Difference in Linguistic Characteristics of Writing. Canadian Journal of Education, 30(2), 456-482.
Southgate CCB (2007). Editorial. Reviews in Science and Religion, 50
Myhill DA, Jones SM (2007). More than just Error Correction: Children’s Reflections on their Revision Processes. Written Communication, 24(4), 323-343.
Myhill DA, Jones, S. (2007). More than just error correction. Students' perspectives on their revision processes during writing. Written Communication, 24(4), 323-343.
Myhill D, Jones S (2007). What Works? Engaging in research to shape policy: the case of grammar. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 6(3), 61-75. Author URL.
Myhill DA, Jones SM (2007). What Works? Engaging in research to shape policy: the case of grammar. English Teaching: Practice and Critique, 6(7), 61-75.
Myhill, D.A. Jones SM (2006). 'She doesn't shout at no girls'. Cambridge Journal of Education, 36(1), 63-77. DOI.
Myhill D, Jones S (2006). 'She doesn't shout at no girls': Pupils' perceptions of gender equity in the classroom. Cambridge Journal of Education, 36(1), 99-113. Abstract. DOI.
Myhill, D.A. (2006). Designs on Writing (1). Secondary English Magazine, 10(2), 23-28.
Myhill D (2006). Talk, Talk, Talk: Teaching and Learning in Whole Class Discourse. Research Papers in Education, 21(1), 19-41. DOI.
Myhill D, Dunkin, F. (2005). Questioning Learning?. Language in Education, 19(5), 415-427. Full text.
Myhill D, Warren, P. (2005). Scaffolds or Straitjackets?. Critical Moments in Classroom Discourse. Educational Review, 57(1), 55-69.
Myhill, D.A. (2005). Tense Times. Secondary English Magazine, 9(1), 27-30.
Myhill, D.A. (2005). Testing Times: the impact of prior knowledge on written genres produced in examination settings. Assessment in Education, 12(3), 289-300.
Myhill, D. (2005). Texts as Design, writers as designers. English in Education, 39(2), 5-21. Full text.
Myhill, D.A. (2005). Ways of Knowing:. Writing with Grammar in Mind. English Teaching: Practice and Critique, 4(3), 77-96.
SJones, Myhill DA (2004). 'Troublesome Boys' and 'Compliant Girls': Gender identity and perceptions of achievement and underachievement . British Journal of Sociology of Education, 25(5), 557-571. DOI.
Myhill, D.A. (2004). All about the Passive. Primary English Magazine, 9(5), 29-32.
Myhill, D.A. (2004). Inactive or Interactive?. A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49.
Myhill, D.A. (2004). Making Connections: Grammar and Meaning. Secondary English Magazine, 8(1), 23-26.
Myhill DA, Brackley M (2004). Making Connections:Teachers' Use of Children's Prior Knowledge in Whole Class Discourse. British Journal of Educational Studies, 52(3), 263-275. DOI.
Myhill DA, Jones, S. (2004). Noisy boys and Compliant Girls?. Literacy Today, 41, 20-21.
Jones SM, Myhill, D.A. (2004). Seeing Things differently: Boys as Underachievers. Gender and Education, 16(4), 531-546.
SJones, Myhill DA (2004). Seeing things differently: teachers' constructions of underachievement . Gender and Education, 16(4), 531-546. DOI.
Amer, E. (2004). The Impact of Invention Techniques upon Students Compositional Writing in EFL. The English Teacher: an International Journal, 7(1), 1-8. Full text.
Jones SM, Myhill, D.A. (2004). Troublesome Boys and Compliant Girls. British Journal of Sociology of Education, 25(5), 557-571.
Myhill, D.A. (2003). Principled Understanding? Teaching the Active and Passive Voice. Language and Education, 15(5), 355-370. Full text.
Myhill, D.A. (2002). Bad Boys and Good Girls?. Patterns of Interaction and Response in Whole Class Teaching. British Educational Research Journal, 28(3), 339-352.
Dunkin, F. (2002). Thats a Good Question. Literacy Today, 33, 8-9.
Myhill D (2001). Professional experience and the investigative imagination - the ART of reflective writing. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 71, 179-180. Author URL.
Myhill, D.A. (2001). Why shaping and crafting matter. Secondary English Magazine, 5(1), 15-19.
Myhill, D.A. (2001). Writing: Creating and Crafting. English in Education, 35(3), 13-20.

Chapters

Cremin T, Lillis T, Myhill DA, Eyres I (2017). Professional Writers’ identities: the perceived influence of formal education and early reading. In Cremin T, Locke T (Eds.) Writer Identity and the Teaching and Learning of Writing, London: Routledge, 19-36.
Myhill DA (2016). The effectiveness of explicit language teaching: Evidence from the research. In Giovanelli M, Clayton D (Eds.) Linguistics and the Secondary English Classroom, London: Routledge, 36-49.  Full text.
Myhill DA (2015). Playing with language: grammar as a resource for writers. In Nestlog EB (Ed) Svenska ett Inkluderande Amne, Malmo: Svensklararforeningen, 135-155.
Myhill DA, Watson AM (2013). Creating a Language-Rich Classroom. In Capel S, Leask M, Turner T (Eds.) Learning to Teach in the Secondary School: a Companion to School Experience, London: Routledge, 403-413.
Myhill D, Jones S (2013). Language as putty: Framing a relationship between grammar and writing. In  (Ed) International Perspectives on Teaching English in a Globalised World, 144-155. DOI.
Myhill DA (2013). Weaving Words: Students' Metalinguistic Understanding of Poetry Writing. In Dymoke S, Lambirth A, Wilson AC (Eds.) Making Poetry Matter: international research on poetry pedagogy, London: Bloomsbury Academic.
Myhill DA (2012). Children’s Patterns of Composition and their Reflections on their Composing Processes. In  (Ed) Literacy Teaching and Education, London: Sage.
Myhill DA (2011). Grammar for Designers: How Grammar Supports the Development of Writing. In Ellis S, McCartney E, Bourne J (Eds.) Insight and Impact:. Applied Linguistics and the Primary School, Cambridge: Cambridge University Press, 81-92.
Myhill DA (2011). Living Language, Live Debates: Grammar and Standard English. In Davison J, Daly C, Moss J (Eds.) Debates in English Teaching, London: Routledge, 63-77.
Jones SM, Myhill DA (2011). Policing Grammar: the Place of Grammar in Literacy Policy. In Goodwyn A, Fuller C (Eds.) The Literacy Game, London: Routledge, 45-62.
Myhill DA, Jones SM (2011). Policing Grammar: the Place of Grammar in Literacy Policy. In Goodwyn A, Fuller C (Eds.) The Literacy Game, London: Routledge, 45-62.
Myhill DA (2011). ‘The Ordeal of Deliberate Choice’: Metalinguistic Development in Secondary Writers. In Berninger V (Ed) Past, present, and future contributions of cognitive writing research to cognitive psychology, Psychology Press/Taylor Francis Group, 247-274.
Jones S, Myhill D (2010). 'Troublesome boys' and 'compliant girls': gender identity and perceptions of achievement and underachievement. In Capel S, Leask M, Turner T (Eds.) Readings for Learning to Teach in the Secondary School, London: Routledge, 289-301.
Myhill DA (2010). Changing Classroom Pedagogies. In  (Ed) Linguistics at School: Language Awareness in Primary and Secondary Education, Cambridge University Press, 92-106.
Myhill DA, Myhill DA (2010). Rhythm and Blues: Making Textual Music with Grammar and Punctuation. In Wyse D, Andrews R, Hoffman J (Eds.) The International Handbook of English, Language and Literacy Teaching, London: Routledge, 170-181.
Myhill DA, Myhill DA (2010). Understanding Language Development. In Wyse D, Andrews R, Hoffman J (Eds.) The International Handbook of English, Language and Literacy Teaching, London: Routledge, 216-227.
Myhill DA (2010). Ways of Knowing: Grammar as a Tool for Developing Writing. In Locke T (Ed) Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom, London: Routledge, 129-148.
Myhill DA (2009). Becoming a Designer: Trajectories of Linguistic Development. In Beard R, Myhill DA, Riley J, Nystrand M (Eds.) The SAGE Handbook of Writing Development, London: SAGE, 402-414.
Myhill DA (2009). Talk about it!. Participatory Talk for Learning Classrooms. In Boorer D, Quintus Perera JSH, Wood K, Piew LS, Sithamparam S (Eds.) Evolving Pedagogies, Brunei: University of Brunei.
Myhill, D.A. (2007). Reading the World:. Using Children’s Literature to teach Controversial Issues. In Claire H, Holden C (Eds.) Teaching Controversial Issues in Democratic Societies.
Myhill D (2005). Prior knowledge and the (re)production of school written genres. In Kostouli T (Ed) Writing in context: Textual Practices and Learning Processes in Sociocultural Settings, Springer, 117-136.
Myhill, D.A. (2005). Writing Creatively. In Wilson AC (Ed) Creativity in Primary Education, Exeter: Learning Matters Ltd, 58-69.
Myhill, D.A. (2004). Classroom Observation Schedule. In Lankshear C, Knobel M (Eds.) Handbook of Teacher Research, Open University Press.
Myhill, D.A. (2003). Postgraduate Student Difficulties in Learning Grammar. In Neather EJ (Ed) Getting to Grips with Grammar, London: CILT, 79-82.
Myhill, D.A. (2003). The Communicative Approach in Egypt: digging into the Pyramids. In Gollin J, Ferguson G, Trappes-Lomax H (Eds.) Symposium for Language Teacher Educators, Edinburgh: IALS, University of Edinburgh.

Reports

Fisher R, Myhill DA, Twist L (2011). Evaluation of Every child a Writer report 2: teaching and writing in ECAW classes. Department for Education,  London.
Myhill DA, Fisher R, Jones S, Lines H (2008). Effective Ways of Teaching Complex Expression in Writing. A Literature Review of Evidence from the Secondary School Phase. The Department for Children, Schools and Families. the Department for Children, Schools and Families. Author URL.

Internet publications

Myhill D, Fisher, R.J. (2005). Informing Practice:a review of recent research in literacy and the teaching of English.  Author URL.

Publications by year



In Press

Myhill DA, Jones SM (In Press). Conceptualising Metalinguistic Understanding in WRiting.  Abstract.
Myhill D, Newman R (In Press). Metatalk: Enabling metalinguistic discussion about writing. International Journal of Educational Research, 80, 177-187. Full text.

2017

Cremin T, Lillis T, Myhill DA, Eyres I (2017). Professional Writers’ identities: the perceived influence of formal education and early reading. In Cremin T, Locke T (Eds.) Writer Identity and the Teaching and Learning of Writing, London: Routledge, 19-36.

2016

Chen H, Myhill D (2016). Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35, 100-108. Abstract.  Full text. DOI.
Jesson R, Fontich X, Myhill D (2016). Creating dialogic spaces: Talk as a mediational tool in becoming a writer. International Journal of Educational Research, 80, 155-163. Full text. DOI.
Myhill D, Jones, Watson, Line (2016). Essential Primary Grammar. Abstract.  Full text.
Myhill DA (2016). The effectiveness of explicit language teaching: Evidence from the research. In Giovanelli M, Clayton D (Eds.) Linguistics and the Secondary English Classroom, London: Routledge, 36-49.  Full text.
Ahmed A, Myhill D (2016). The impact of the socio-cultural context on L2 English writing of Egyptian university students. LEARNING CULTURE AND SOCIAL INTERACTION, 11, 117-129. Author URL. DOI.
Myhill DA (2016). Writing Conversations: Metalinguistic Talk about Writing. Bulletin Vals-ASLA,, 103, 153-166. Full text.
Myhill D, Jones S, Wilson A (2016). Writing conversations: fostering metalinguistic discussion about writing. Research Papers in Education, 31(1), 23-44. Abstract.  Full text. DOI.

2015

Myhill DA, Jones SM (2015). Conceptualising Metalinguistic Understanding in Writing. Cultura y Educacion, 27(4), 839-867. Abstract.  Full text.
Myhill DA (2015). Playing with language: grammar as a resource for writers. In Nestlog EB (Ed) Svenska ett Inkluderande Amne, Malmo: Svensklararforeningen, 135-155.

2014

Myhill D, Watson A (2014). The role of grammar in the writing curriculum: a review of the literature. Child Language Teaching and Therapy, 30(1), 41-62. Abstract.  Full text. DOI.

2013

Myhill DA, Watson AM (2013). Creating a Language-Rich Classroom. In Capel S, Leask M, Turner T (Eds.) Learning to Teach in the Secondary School: a Companion to School Experience, London: Routledge, 403-413.
Honan E, Myhill D (2013). Editorial: 2103 non-themed issue. English Teaching, 12(3), 1-4.
Jones SM, Myhill DA, Bailey T (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing. Reading and Writing, 26(8), 1241-1263. Abstract.  Full text. DOI.
Jones SM, Myhill DA, Bailey TC (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing. Reading and Writing, 26(8), 1241-1263. DOI.
Myhill D, Jones S, Watson A (2013). Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91. Abstract. DOI.
Myhill D, Jones S (2013). Language as putty: Framing a relationship between grammar and writing. In  (Ed) International Perspectives on Teaching English in a Globalised World, 144-155. DOI.
Myhill D, Jones S, Watson A, Lines H (2013). Playful explicitness with grammar: a pedagogy for writing. Literacy, 47(2), 103-111. Abstract. DOI.
Myhill DA, Wilson AC (2013). Playing it Safe: teachers’ views of creativity in poetry writing. Thinking Skills and Creativity, 10, 101-111. DOI.
Myhill DA (2013). Weaving Words: Students' Metalinguistic Understanding of Poetry Writing. In Dymoke S, Lambirth A, Wilson AC (Eds.) Making Poetry Matter: international research on poetry pedagogy, London: Bloomsbury Academic.

2012

Lines HE, Myhill DA (2012). Any English Questions?. Classroom, 16, 54-56.
Myhill DA (2012). Children’s Patterns of Composition and their Reflections on their Composing Processes. In  (Ed) Literacy Teaching and Education, London: Sage.
Myhill D (2012). Editorial. English in Education, 46(1), 1-5. DOI.
Lines HE, Myhill DA (2012). Grammar for Writing:. Sentences under the Spotlight. Classroom, 16, 4-7.
Myhill DA, Lines HE (2012). Grammar for writing: Using knowledge for grammar to improve writing. Classroom, 18, 45-48.
Lines HE, Myhill DA (2012). Grammar for writing: discovering what Year 8 students know about language. Classroom, 17, 35-38.
Myhill DA, Jones SM, Lines HE, Watson A (2012). Knowledge about Language Revisited: the Impact of Teachers’ Linguistic Subject Knowledge on the Teaching of Writing. English Drama Media, 23, 43-48.
Myhill D, Lines H, Watson A (2012). Making meaning with grammar: a repertoire of possibilities. English in Australia, 47(3), 29-38.
Myhill DA, Jones SM, Lines H, Watson A (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166. Abstract.  Full text. DOI.
Myhill DA (2012). Rethinking Grammar as a Resource for Writing. English Drama Media, 22, 47-52.
Wilson AC, Myhill D (2012). Ways with Words:. Teachers’ Personal Epistemologies of the Role of Metalanguage in the Teaching of Poetry Writing. Language and Education, 26(6), 553-568. Abstract.

2011

Fisher R, Myhill DA, Twist L (2011). Evaluation of Every child a Writer report 2: teaching and writing in ECAW classes. Department for Education,  London.
Myhill DA, Jones SM, Lines HE, Watson A (2011). Explaining how Language Works: is there a place for terminology?. Literacy Today, 67, 25-27.
Lines HE, Myhill DA (2011). Focusing Fiction. Classroom, 15, 23-25.
Myhill DA (2011). Grammar for Designers: How Grammar Supports the Development of Writing. In Ellis S, McCartney E, Bourne J (Eds.) Insight and Impact:. Applied Linguistics and the Primary School, Cambridge: Cambridge University Press, 81-92.
Myhill DA (2011). Language as Putty: Thinking Creatively about Grammar. English in Aotearoa, 74, 13-20.
Myhill DA (2011). Living Language, Live Debates: Grammar and Standard English. In Davison J, Daly C, Moss J (Eds.) Debates in English Teaching, London: Routledge, 63-77.
Myhill DA, Lines HE, Watson A (2011). Making Meaning with Grammar: a Repertoire of Possibilities. mETAphor, 2, 1-10.
Jones SM, Myhill DA (2011). Policing Grammar: the Place of Grammar in Literacy Policy. In Goodwyn A, Fuller C (Eds.) The Literacy Game, London: Routledge, 45-62.
Myhill DA, Jones SM (2011). Policing Grammar: the Place of Grammar in Literacy Policy. In Goodwyn A, Fuller C (Eds.) The Literacy Game, London: Routledge, 45-62.
Cremin TC, Myhill DA (2011). Writing Voices: Creating Communities of Writers. London, Routledge.
Myhill DA (2011). ‘The Ordeal of Deliberate Choice’: Metalinguistic Development in Secondary Writers. In Berninger V (Ed) Past, present, and future contributions of cognitive writing research to cognitive psychology, Psychology Press/Taylor Francis Group, 247-274.

2010

Jones S, Myhill D (2010). 'Troublesome boys' and 'compliant girls': gender identity and perceptions of achievement and underachievement. In Capel S, Leask M, Turner T (Eds.) Readings for Learning to Teach in the Secondary School, London: Routledge, 289-301.
Myhill DA (2010). Changing Classroom Pedagogies. In  (Ed) Linguistics at School: Language Awareness in Primary and Secondary Education, Cambridge University Press, 92-106.
Locke T, Myhill D, Fecho B (2010). Editorial: Non-themed issue: 2010. English Teaching, 9(3), 1-7.
Myhill D, Fisher R (2010). Editorial: Writing development: cognitive, sociocultural, linguistic perspectives. JOURNAL OF RESEARCH IN READING, 33(1), 1-3. Author URL. DOI.
Myhill DA (2010). Harnessing Grammar: Weaving Words and Shaping Texts. Better: Evidence-Based Education, 2010(Winter), 12-13.
Myhill DA, Myhill DA (2010). Rhythm and Blues: Making Textual Music with Grammar and Punctuation. In Wyse D, Andrews R, Hoffman J (Eds.) The International Handbook of English, Language and Literacy Teaching, London: Routledge, 170-181.
Myhill DA (2010). The best words in the best order’: grammar as a creative tool for literacy. English Teaching Online, 1(Autumn).
Myhill DA, Myhill DA (2010). Understanding Language Development. In Wyse D, Andrews R, Hoffman J (Eds.) The International Handbook of English, Language and Literacy Teaching, London: Routledge, 216-227.
Fisher R, Jones S, Larkin S, Myhill D (2010). Using Talk to Support Writing. London, Sage.
Fisher R, Jones S, Larkin S, Myhill D (2010). Using Talk to Support Writing. London, Sage.
Myhill DA (2010). Ways of Knowing: Grammar as a Tool for Developing Writing. In Locke T (Ed) Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom, London: Routledge, 129-148.

2009

Myhill DA (2009). Becoming a Designer: Trajectories of Linguistic Development. In Beard R, Myhill DA, Riley J, Nystrand M (Eds.) The SAGE Handbook of Writing Development, London: SAGE, 402-414.
Myhill, D.A. (2009). Children’s Patterns of Composition and their Reflections on their Composing Processes. British Educational Research Journal, 1(35), 47-64. Full text.
Myhill D (2009). Developmental Trajectories in Mastery of Paragraphing: Towards a Model of Development. Written Language and Literacy, 12(1), 26-51. Abstract.
Myhill DA (2009). From Talking to Writing:. Linguistic Development in Writing. British Journal of Educational Psychology Monograph Series 11, 6, 27-44. Abstract.  Full text. DOI.
Myhill DA, Jones SM (2009). How Talk Becomes Text: investigating the concept of oral rehearsal in early years’ classrooms. British Journal of Educational Studies, 57(3), 265-284. Abstract.  Full text.
Myhill DA (2009). Shaping Futures: Literacy Policy in the Twenty-First Century. Research Papers in Education, 24(2).
Myhill DA (2009). Talk about it!. Participatory Talk for Learning Classrooms. In Boorer D, Quintus Perera JSH, Wood K, Piew LS, Sithamparam S (Eds.) Evolving Pedagogies, Brunei: University of Brunei.
Beard R, Myhill DA, Riley J, Nystrand M (2009). The SAGE Handbook of Writing Development. London.

2008

Myhill DA, Fisher R, Jones S, Lines H (2008). Effective Ways of Teaching Complex Expression in Writing. A Literature Review of Evidence from the Secondary School Phase. The Department for Children, Schools and Families. the Department for Children, Schools and Families. Author URL.
Myhill DA (2008). Towards a Linguistic Model of Sentence Development in Writing. Language and Education, 22(5), 271-288. Full text.

2007

Myhill DA, Locke T (2007). Composition in the English/Literacy Classroom. English Teaching: Practice and Critique, 6(1), 1-10.
Myhill, D.A. (2007). Designs on writing (3). Secondary English Magazine, 11(1), 25-28.
SJones, Myhill DA (2007). Discourses of Difference? Questioning Gender Difference in Linguistic Characteristics of Writing. Canadian Journal of Education, 30(2), 456-482.
Southgate CCB (2007). Editorial. Reviews in Science and Religion, 50
Myhill DA, Jones SM (2007). More than just Error Correction: Children’s Reflections on their Revision Processes. Written Communication, 24(4), 323-343.
Myhill DA, Jones, S. (2007). More than just error correction. Students' perspectives on their revision processes during writing. Written Communication, 24(4), 323-343.
Myhill, D.A. (2007). Reading the World:. Using Children’s Literature to teach Controversial Issues. In Claire H, Holden C (Eds.) Teaching Controversial Issues in Democratic Societies.
Myhill D, Jones S (2007). What Works? Engaging in research to shape policy: the case of grammar. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 6(3), 61-75. Author URL.
Myhill DA, Jones SM (2007). What Works? Engaging in research to shape policy: the case of grammar. English Teaching: Practice and Critique, 6(7), 61-75.

2006

Myhill, D.A. Jones SM (2006). 'She doesn't shout at no girls'. Cambridge Journal of Education, 36(1), 63-77. DOI.
Myhill D, Jones S (2006). 'She doesn't shout at no girls': Pupils' perceptions of gender equity in the classroom. Cambridge Journal of Education, 36(1), 99-113. Abstract. DOI.
Myhill, D.A. (2006). Designs on Writing (1). Secondary English Magazine, 10(2), 23-28.
Myhill D (2006). Talk, Talk, Talk: Teaching and Learning in Whole Class Discourse. Research Papers in Education, 21(1), 19-41. DOI.

2005

Myhill D, Fisher, R.J. (2005). Informing Practice:a review of recent research in literacy and the teaching of English.  Author URL.
Myhill D (2005). Prior knowledge and the (re)production of school written genres. In Kostouli T (Ed) Writing in context: Textual Practices and Learning Processes in Sociocultural Settings, Springer, 117-136.
Myhill D, Dunkin, F. (2005). Questioning Learning?. Language in Education, 19(5), 415-427. Full text.
Myhill D, Warren, P. (2005). Scaffolds or Straitjackets?. Critical Moments in Classroom Discourse. Educational Review, 57(1), 55-69.
Myhill DA, Jones S, Hopper R (2005). Talking, Listening, Learning. Effective Talk in the Primary Classroom., Open University Press.
Myhill, D.A. (2005). Tense Times. Secondary English Magazine, 9(1), 27-30.
Myhill, D.A. (2005). Testing Times: the impact of prior knowledge on written genres produced in examination settings. Assessment in Education, 12(3), 289-300.
Myhill, D. (2005). Texts as Design, writers as designers. English in Education, 39(2), 5-21. Full text.
Myhill, D.A. (2005). Ways of Knowing:. Writing with Grammar in Mind. English Teaching: Practice and Critique, 4(3), 77-96.
Myhill, D.A. (2005). Writing Creatively. In Wilson AC (Ed) Creativity in Primary Education, Exeter: Learning Matters Ltd, 58-69.

2004

SJones, Myhill DA (2004). 'Troublesome Boys' and 'Compliant Girls': Gender identity and perceptions of achievement and underachievement . British Journal of Sociology of Education, 25(5), 557-571. DOI.
Myhill, D.A. (2004). All about the Passive. Primary English Magazine, 9(5), 29-32.
Myhill, D.A. (2004). Classroom Observation Schedule. In Lankshear C, Knobel M (Eds.) Handbook of Teacher Research, Open University Press.
Myhill, D.A. (2004). Inactive or Interactive?. A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49.
Myhill, D.A. (2004). Making Connections: Grammar and Meaning. Secondary English Magazine, 8(1), 23-26.
Myhill DA, Brackley M (2004). Making Connections:Teachers' Use of Children's Prior Knowledge in Whole Class Discourse. British Journal of Educational Studies, 52(3), 263-275. DOI.
Myhill DA, Jones, S. (2004). Noisy boys and Compliant Girls?. Literacy Today, 41, 20-21.
Jones SM, Myhill, D.A. (2004). Seeing Things differently: Boys as Underachievers. Gender and Education, 16(4), 531-546.
SJones, Myhill DA (2004). Seeing things differently: teachers' constructions of underachievement . Gender and Education, 16(4), 531-546. DOI.
Amer, E. (2004). The Impact of Invention Techniques upon Students Compositional Writing in EFL. The English Teacher: an International Journal, 7(1), 1-8. Full text.
Jones SM, Myhill, D.A. (2004). Troublesome Boys and Compliant Girls. British Journal of Sociology of Education, 25(5), 557-571.

2003

Myhill, D.A. (2003). Postgraduate Student Difficulties in Learning Grammar. In Neather EJ (Ed) Getting to Grips with Grammar, London: CILT, 79-82.
Myhill, D.A. (2003). Principled Understanding? Teaching the Active and Passive Voice. Language and Education, 15(5), 355-370. Full text.
Myhill, D.A. (2003). The Communicative Approach in Egypt: digging into the Pyramids. In Gollin J, Ferguson G, Trappes-Lomax H (Eds.) Symposium for Language Teacher Educators, Edinburgh: IALS, University of Edinburgh.

2002

Myhill, D.A. (2002). Bad Boys and Good Girls?. Patterns of Interaction and Response in Whole Class Teaching. British Educational Research Journal, 28(3), 339-352.
Myhill, D.A. (2002). Consultant Editor for. Eames, K, Taylor, K and Trelawney-Ross, D. Writing: Steps to Success Levels 3-4+. London, Hodder and Stoughton.
Myhill, D.A. (2002). Consultant Editor for. Eames, K, Taylor, K and Trelawney-Ross, D. Writing: Steps to Success Levels 4-5+. London, Hodder and Stoughton.
Myhill, D.A. (2002). Consultant Editor for. Eames, K, Taylor, K and Trelawney-Ross, D. Writing: Steps to Success Levels 5-6+. London, Hodder and Stoughton.
Dunkin, F. (2002). Thats a Good Question. Literacy Today, 33, 8-9.

2001

Myhill, D.A. (2001). Better Writers. Westley, Courseware Publications.
Myhill D (2001). Professional experience and the investigative imagination - the ART of reflective writing. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 71, 179-180. Author URL.
Myhill, D.A. (2001). Why shaping and crafting matter. Secondary English Magazine, 5(1), 15-19.
Myhill, D.A. (2001). Writing: Creating and Crafting. English in Education, 35(3), 13-20.