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Dr Annabel Watson

Dr Annabel Watson

Senior Lecturer in Language Education, School Direct Programme Leader, Secondary English PGCE Course Leader

 2899

 +44 (0) 1392 722899

 North Cloisters NC129

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am Programme Director for Exeter School Direct initial teacher training courses and lead the Exeter Secondary English PGCE. I also supervise several doctoral students. I have been shortlisted several times for the Exeter Students' Guild Teaching Awards: for Research-Inspired Teaching in 2015, for Best Feedback Provider in 2016, and in 2017 I was awarded Most Supportive Staff Member.

My research interests focus primarily on the teaching of writing. I am a member of the Graduate School of Education's Centre for Research in Writing, and I have been part of a team conducting research which investigates the potential that a contextualised and rhetorical approach to teaching grammar might have for improving students' writing ability and metalinguistic understanding. As well as informing seminars for students at Exeter, this research has also resulted in the publication of teaching resources through NATE and Pearson, an OUP grammar book, and a number of popular CPD courses and workshops for teachers. I am also interested in the relationship between traditional and digital literacy and the development of students' writing ability in relation to digital texts and technologies. My PhD examined Teacher's Beliefs and Practices in Grammar Teaching, and I also maintain an ongoing interest in the study of cognition and beliefs.

Prior to working at Exeter, I taught English and Media Studies in schools in Greater London and the South West.

On Twitter I am @AnnabelMWatson.

Qualifications

My doctorate was awarded in 2013. Other qualifications include MSc (Exeter), DipEd (Exeter), PGCE (Roehampton), MA (Cantab).

Links

Research group links

Research

Research interests

My research interests lie within language and literacy, and particularly students' writing development. I've worked on a number of projects related to the teaching of grammar for writing, but am also looking to develop projects which investigate how students can be taught to create effective multimodal texts, and the role of grammar within this. My PhD research examined teachers' beliefs about teaching grammar, and I also maintain a research interest in the field of teacher cognition.

Research projects

2008-10 (ESRC) Grammar for Writing? A three year study of the effectiveness of contextualised grammar teaching. (PhD studentship)

2011 (ESRC) Grammar for Writing Impact Project. Follow-on study working with schools to embed the pedagogy developed in the earlier ESRC study.

2013 (Pearson Education) Grammar at GCSE. A study of the impact of contextualised grammar teaching on reading and writing.

2016-17 (EEF) Choice and Control in Writing.

Research grants

  • 2014 Pearson Education
    Grammar at GCSE
  • 2008 ESRC
    Studentship funding to investigate the beliefs about grammar and grammar teaching held by secondary English teachers in the UK. Part of the Exeter 'Grammar for Writing?' project, a large-scale randomised control trail investigating the impact of contextualised grammar teaching on the writing development of students at Key Stage 3.

Publications

Key publications | Publications by category | Publications by year

Key publications


Watson AM (In Press). The Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education Abstract.  Full text.
Watson AM, Newman RMC (2017). Talking grammatically: L1 adolescent metalinguistic reflection on writing. Language Awareness Full text.
Watson AM (2015). Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24(1). Abstract.  Full text.

Publications by category


Journal articles

Watson AM (In Press). The Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education Abstract.  Full text.
Watson AM, Newman RMC (2017). Talking grammatically: L1 adolescent metalinguistic reflection on writing. Language Awareness Full text.
Watson AM (2015). Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24(1). 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.
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.
Myhill D, Jones S, Watson A, Lines H (2013). Playful explicitness with grammar: a pedagogy for writing. Literacy, 47(2), 103-111. Abstract.
Myhill DM, Jones SM, Lines HE, Watson AM (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.
Watson A (2012). Navigating 'the pit of doom': Affective responses to teaching 'grammar'. English in Education, 46(1), 22-37. Abstract.  Full text.
Jones SM, Myhill DA, Watson A, Lines HE (2012). Playful Explicitness with Grammar:. A Pedagogy for Writing. Literacy Abstract.
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.
Myhill DM, Jones SM, Lines HE, Watson A (2011). Explaining how Language Works: is there a place for terminology?. Literacy Today(67), 25-27.
Myhill DA, Lines HE, Watson A (2011). Making Meaning with Grammar: a Repertoire of Possibilities. mETAphor. mETAphor(2), 1-10.

Chapters

Myhill D, Watson A, Newman R (2017). Re-thinking grammar in the curriculum. In Egeland B, Olin-Scheller C, Tanner M, Tengberg M (Eds.) Tolfte nationella konferensen I svenska med didaktisk inriktning Textkulturer, 25-44-25-44.
Watson AM, Myhill DA (2012). Creating a language-rich classroom. In Capel S, Leask M (Eds.) Learning to Teach in the Secondary School, Abingdon: Routledge, 403-414.  Abstract.
Myhill DA, Watson AM (2011). Teaching writing. In Green A (Ed) Becoming a reflective English teacher, Open University Press, 58-73.  Abstract.

Publications by year


In Press

Watson AM (In Press). The Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education Abstract.  Full text.

2017

Myhill D, Watson A, Newman R (2017). Re-thinking grammar in the curriculum. In Egeland B, Olin-Scheller C, Tanner M, Tengberg M (Eds.) Tolfte nationella konferensen I svenska med didaktisk inriktning Textkulturer, 25-44-25-44.
Watson AM, Newman RMC (2017). Talking grammatically: L1 adolescent metalinguistic reflection on writing. Language Awareness Full text.

2015

Watson AM (2015). Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24(1). Abstract.  Full text.

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.

2013

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.
Myhill D, Jones S, Watson A, Lines H (2013). Playful explicitness with grammar: a pedagogy for writing. Literacy, 47(2), 103-111. Abstract.

2012

Watson AM, Myhill DA (2012). Creating a language-rich classroom. In Capel S, Leask M (Eds.) Learning to Teach in the Secondary School, Abingdon: Routledge, 403-414.  Abstract.
Myhill DM, Jones SM, Lines HE, Watson AM (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.
Watson A (2012). Navigating 'the pit of doom': Affective responses to teaching 'grammar'. English in Education, 46(1), 22-37. Abstract.  Full text.
Jones SM, Myhill DA, Watson A, Lines HE (2012). Playful Explicitness with Grammar:. A Pedagogy for Writing. Literacy Abstract.
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.

2011

Myhill DM, Jones SM, Lines HE, Watson A (2011). Explaining how Language Works: is there a place for terminology?. Literacy Today(67), 25-27.
Myhill DA, Lines HE, Watson A (2011). Making Meaning with Grammar: a Repertoire of Possibilities. mETAphor. mETAphor(2), 1-10.
Myhill DA, Watson AM (2011). Teaching writing. In Green A (Ed) Becoming a reflective English teacher, Open University Press, 58-73.  Abstract.

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Supervision / Group

Postgraduate researchers

  • Sami Almalki
  • Sarah Ahmed S Alsaif
  • Ali Azeez
  • Sharon Morgan
  • Henry Nicholas
  • Lea Thomson

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