These two projects explored ways in which learners could develop their confidence in English through expressive writing. Both projects found that creative and autobiographical writing provided powerful vehicles for learners to develop their writing skills, their confidence, their independence, and to communicate their personal experience.
Although the projects took very different approaches, learner reflection and peer feedback were key aspects of both, leading both project teams to consider the role of the teacher, teacher feedback and intervention in teaching and learning.
Both project teams were keen to create an environment in which learners could become active agents in their learning and it was my great pleasure to work with both teams developing such inspiring practice.
Developing Writing: City of Liverpool College and Hopwood Hall College
This project aimed to challenge the stereotype of male learners not engaging in the process of creative writing, by removing the constraints of the old exam style pedagogy and instead introducing an alternative and encouraging environment to express thought, feelings and build confidence through the written word. We learned that creative writing which is not teacher assessed can break down barriers to young males’ expression.
Developing Writing: Sheffield Lifelong Learning
This project aimed to address the disconnect between the speaking and writing skills of many of our adult learners, particularly those from an ESOL background. The project enabled them to use innate grammar instincts, gained from their everyday use and experience of spoken English, to build stronger, clearer sentences on the page.
Watch the group presentations at the final dissemination event by clicking play (to the right).