Postgraduate Module Descriptor


EFPM318: Writing: the Future

This module descriptor refers to the 2021/2 academic year.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Hillocks, G (2006) Research in Writing, Secondary School 1984-2003 L1 Educational Studies in Languages and Literature 6 (2) 27-51

Myhill, D.A and Wilson, A.C. (2013) Playing it safe: Teachers’ views of creativity in poetry writing Thinking Skills and Creativity  10: 101– 111

Myhill, D.A. Jones, S and Watson, A. (2013) Grammar Matters: How Teachers’ Grammatical Subject Knowledge Impacts on the Teaching of Writing  Teaching and Teacher Education  36:77-91

Wilson, A.C. and Myhill, D.A. (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

Cremin, T. and Oliver, L. (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295.

Lefstein, A. (2009). Rhetorical grammar and the grammar of schooling: Teaching powerful verbs in the English national literacy strategy. Linguistics and Education, 20(4), 378-400.

Sandiford, C. and Macken-Horarik, M. (2020) Changing stories: Linguistically-informed assessment of development in narrative writing. Assessing Writing  https://doi.org/10.1016/j.asw.2020.100471

Love, K and Sandiford, C. (2016) Teachers’ and students’ meta-reflections on writing choices: An Australian case study International Journal of Educational Research 80, pp.204-216

Banaji, S., Burn, A., Buckingham, D (2010) The Rhetorics of Creativity:A literature review. 2nd ed. London: Creativity, Culture and Education. https://www.creativitycultureeducation.org//wp-content/uploads/2018/10/rhetorics-of-creativity-2nd-edition-87.pdf

Myhill, D. Newman, R. and Watson, A. (2020)  Going Meta: Dialogic Talk in the Writing Classroom. Australian Journal of Language and Literacy.   43 (1)  5-16.