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Dr Susan Jones

Dr Susan Jones

Senior Lecturer in Education

 4798

 +44 (0) 1392 724798

 North Cloisters NC24

 

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

Research

Research interests

Gender Issues: underachievement, classroom interaction, the developing writer.

Research projects

2008: (ESRC) Grammar for Writing, with Professor Debra Myhill. The impact of contextualised grammar teaching on pupils' writing and pupils' metalinguistic understanding

2004-6: (Esmee Fairbairn) From Talk to Text, with Dr Ros Fisher, Professor Debra Myhill and Dr Shirley Larkin.  Study of the effectiveness of intervention strategies which use talk to generate ideas for and support the process of writing in Early Years' settings.

2003-5: (ESRC) The Linguistic and Compositional Characteristics of Secondary Writers, with Professor Debra Myhill. A study investigating the linguistic features of different types of writing produced by secondary age writers; and looking at their explicit awareness of deploying these linguistic features during the composing process.

2000-3: (ESRC) The Use of Talk to Scaffold Learning in Whole Class Teaching, with Professor Debra Myhill. A study investigating the use of teacher talk and classroom interactions in whole discourse in the primary school.

1999-2001: Project JUDE, with Professor Debra Myhill, Cathie Holden and Dr Elizabeth Wood. A cross-phase study investigating underachievement and gender in an academic schools' pyramid in the South West.

Research grants

  • 2008 Economic and Social Research Council
    Grammar for Writing

Publications

Key publications | Publications by category | Publications by year

Key publications


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.
Jones SM (2013). Ideas in the head to words on the page: Young adolescent's reflections on their own writing processes. Language and Education, online
Jones SM (2012). Mapping the landscape: Gender and the writing classroom. Journal of Writing Reserach, 3(3), 163-179. Full text.
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), 265-285.
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.

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.
Fisher R, Jones S, Larkin S, Myhill D (2010). Using Talk to Support Writing. London, Sage.
Myhill DA, Jones S, Hopper R (2005). Talking, Listening, Learning. Effective Talk in the Primary Classroom., Open University Press.

Journal articles

Myhill DA, Jones SM, Lines HE (In Press). Supporting Less-Proficent Writers through Linguistically-Aware Teaching. Language and Education Full text.
Myhill DA, Jones SM, Wilson AC (In Press). WRITING CONVERSATIONS: FOSTERING METALINGUISTIC DISCUSSION ABOUT WRITING. Research Papers in Education Abstract.  Full text.
Myhill DA, Jones SM (2015). Conceptualising Metalinguistic Understanding in Writing. Cultura y Educacion, 27(4), 839-867. Abstract.  Full text.
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.
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.
Myhill D, Jones SM, Watson A (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91.
Jones SM (2013). Ideas in the head to words on the page: Young adolescent's reflections on their own writing processes. Language and Education, online
Jones SM (2012). Mapping the landscape: Gender and the writing classroom. Journal of Writing Reserach, 3(3), 163-179. 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 HE, Watson AM (2012). Re-Thinking Grammar: the Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding. Research Papers in Education, 2(27), 1-28. Abstract.
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), 265-285.
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.
Jones, S. (2008). Challenging stereotypes: allowing boys and girls to thrive. Curriculum Briefing, 6(3).
Jones, S. (2007). Composing in the style of Mozart: an exploration of the ‘struggling boy writer’ comparing the composing processes and strategies of boys and girls. English Teaching: Practice and Critique, 6(1), 96-111.
SJones, Myhill DA (2007). Discourses of Difference? Questioning Gender Difference in Linguistic Characteristics of Writing. Canadian Journal of Education, 30(2), 456-482.
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 DA, Jones, S.M. (2007). What Works? Engaging in research to shape policy: the case of grammar. English Teaching: Practice and Critique, 6(7).
Myhill, D.A. Jones SM (2006). 'She doesn't shout at no girls'. Cambridge Journal of Education, 36(1), 63-77.
SJones (2005). The Invisibility of the Underachieving Girl. International Journal of Inclusive Education, 9(3), 269-286.
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.
Jones SM, Myhill, D.A. (2004). Troublesome Boys and Compliant Girls. British Journal of Sociology of Education, 25(5), 557-571.

Chapters

Myhill DA, Jones SM, Lines HE (2018). Writing like a reader: developing metalinguistic understanding to support reading-writing connections. In Alves R (Ed) Reading Writing Connections.  Abstract.  Full text.
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.
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.
Jones SM (2010). Talk into writing. In Fisher R, Jones S, Larkin S, Myhill D (Eds.) Using Talk to Support Writing, London: Sage, 82-99.
Jones SM, Myhill DA (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, Routledge, 289-301.

Reports

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.

Publications by year


In Press

Myhill DA, Jones SM (In Press). Conceptualising Metalinguistic Understanding in WRiting.  Abstract.
Myhill DA, Jones SM, Lines HE (In Press). Supporting Less-Proficent Writers through Linguistically-Aware Teaching. Language and Education Full text.
Myhill DA, Jones SM, Wilson AC (In Press). WRITING CONVERSATIONS: FOSTERING METALINGUISTIC DISCUSSION ABOUT WRITING. Research Papers in Education Abstract.  Full text.

2018

Myhill DA, Jones SM, Lines HE (2018). Writing like a reader: developing metalinguistic understanding to support reading-writing connections. In Alves R (Ed) Reading Writing Connections.  Abstract.  Full text.

2016

Myhill D, Jones, Watson, Line (2016). Essential Primary Grammar. Abstract.  Full text.

2015

Myhill DA, Jones SM (2015). Conceptualising Metalinguistic Understanding in Writing. Cultura y Educacion, 27(4), 839-867. Abstract.  Full text.

2013

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.
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.
Myhill D, Jones SM, Watson A (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91.
Jones SM (2013). Ideas in the head to words on the page: Young adolescent's reflections on their own writing processes. Language and Education, online
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.

2012

Jones SM (2012). Mapping the landscape: Gender and the writing classroom. Journal of Writing Reserach, 3(3), 163-179. 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 HE, Watson AM (2012). Re-Thinking Grammar: the Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding. Research Papers in Education, 2(27), 1-28. Abstract.

2011

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.

2010

Jones SM (2010). Talk into writing. In Fisher R, Jones S, Larkin S, Myhill D (Eds.) Using Talk to Support Writing, London: Sage, 82-99.
Jones SM, Myhill DA (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, Routledge, 289-301.
Fisher R, Jones S, Larkin S, Myhill D (2010). Using Talk to Support Writing. London, Sage.

2009

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), 265-285.
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.

2008

Jones, S. (2008). Challenging stereotypes: allowing boys and girls to thrive. Curriculum Briefing, 6(3).
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.

2007

Jones, S. (2007). Composing in the style of Mozart: an exploration of the ‘struggling boy writer’ comparing the composing processes and strategies of boys and girls. English Teaching: Practice and Critique, 6(1), 96-111.
SJones, Myhill DA (2007). Discourses of Difference? Questioning Gender Difference in Linguistic Characteristics of Writing. Canadian Journal of Education, 30(2), 456-482.
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 DA, Jones, S.M. (2007). What Works? Engaging in research to shape policy: the case of grammar. English Teaching: Practice and Critique, 6(7).

2006

Myhill, D.A. Jones SM (2006). 'She doesn't shout at no girls'. Cambridge Journal of Education, 36(1), 63-77.

2005

Myhill DA, Jones S, Hopper R (2005). Talking, Listening, Learning. Effective Talk in the Primary Classroom., Open University Press.
SJones (2005). The Invisibility of the Underachieving Girl. International Journal of Inclusive Education, 9(3), 269-286.

2004

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.
Jones SM, Myhill, D.A. (2004). Troublesome Boys and Compliant Girls. British Journal of Sociology of Education, 25(5), 557-571.

susan_jones Details from cache as at 2019-10-23 11:35:00

Refresh publications

Teaching

Teaching on Undergraduate Programes: Education Studies and Childhood and Youth Studies

  • Year 1: Core perspectives
  • Year 3: Research Methods
  • Year 2: Gender Issues
  • Year 2 Language in Education

Lecturing on PG programmes:

  • EdD, MSc and MEd (part time)

Modules

2019/20

Information not currently available


Supervision / Group

Postgraduate researchers

  • Yu-Yi Chien
  • Richard Heeks
  • Samantha Hume
  • Helen Lines
  • Lucia Oliver

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