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1. Lots of chat regarding grammar technicalities and the names of them. My thoughts? I'm fine with things like fronted adverbials etc being taught, however I take issue with when we ask children to force too many grammar elements into their writing. It loses the natural flow...
2. and the writing becomes mechanical. It is far more important, IMO, for children to be able to 'write like a reader', where they creatively select grammatical structures that suit their style and audience. The writing flows and feels good to read...
3. ... they haven't forced three adjectives and an adverb to every noun, they haven't forced in unnecessary waffle just to use specific punctuation to tick off a checklist. They should craft something that reads and flows well with suitable and accurate grammatical structures...
4. This, IMO, is where true greater depth writing comes in at the end of KS2. It's so hard to put your finger on: two books contain the same levels of grammar and technicalities, yet one has that 'feel' to it. It's not forced, nor mechanical and robotic...
5. ...nor overloaded with technical aspects (though it is technically sound and complex). It flows and is a joy to read. This is so hard to teach, but when children read a lot it comes naturally. It doesn't come in independent writing when you force it
#edutwitter #education
#edutwitter #education
