Grammar for Writing: Evaluation report and executive summary

Louise  Tracey; Jan Boehnke; Louise  Elliott; Kate  Thorley; Claudine  Bowyer-Crane; Sarah  Ellison

Grammar for Writing: Evaluation report and executive summary

Louise Tracey (Lead / Corresponding author), Jan Boehnke, Louise Elliott, Kate Thorley, Claudine Bowyer-Crane, Sarah Ellison

Research output: Book/Report › Other report

401 Downloads (Pure)

Abstract

Grammar for Writing is a way of teaching writing designed to help pupils to understand how linguistic structures convey meaning, rather than teaching grammatical rules in the abstract. The teaching of the grammar is therefore explicit, but embedded in the context of teaching about writing genres (e.g. narrative and persuasive writing). The aim is to improve pupils’ “metalinguistic awareness” – their understanding of the language choices they make when they write. This study builds on a previous evaluation of Grammar for Writing funded by the EEF.

Original language	English
Place of Publication	London
Publisher	Education Endowment Foundation
Number of pages	204
Publication status	Published - Feb 2019

Access to Document

Final Published Version
You may re-use this document/publication (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence v3.0. This information is licensed under the Open Government Licence v3.0. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Education. This document is available for download at www.educationendowmentfoundation.org.uk
Final published version, 2.92 MBLicence: UK Government Non-Commercial Licence

Cite this

@book{8bbedfd038e145d29815f6672f11ac66,

title = "Grammar for Writing: Evaluation report and executive summary ",

abstract = "Grammar for Writing is a way of teaching writing designed to help pupils to understand how linguistic structures convey meaning, rather than teaching grammatical rules in the abstract. The teaching of the grammar is therefore explicit, but embedded in the context of teaching about writing genres (e.g. narrative and persuasive writing). The aim is to improve pupils{\textquoteright} “metalinguistic awareness” – their understanding of the language choices they make when they write. This study builds on a previous evaluation of Grammar for Writing funded by the EEF.",

author = "Louise Tracey and Jan Boehnke and Louise Elliott and Kate Thorley and Claudine Bowyer-Crane and Sarah Ellison",

year = "2019",

month = feb,

language = "English",

publisher = "Education Endowment Foundation",

address = "United Kingdom",

}

TY - BOOK

T1 - Grammar for Writing

T2 - Evaluation report and executive summary

AU - Tracey, Louise

AU - Boehnke, Jan

AU - Elliott, Louise

AU - Thorley, Kate

AU - Bowyer-Crane, Claudine

AU - Ellison, Sarah

PY - 2019/2

Y1 - 2019/2

N2 - Grammar for Writing is a way of teaching writing designed to help pupils to understand how linguistic structures convey meaning, rather than teaching grammatical rules in the abstract. The teaching of the grammar is therefore explicit, but embedded in the context of teaching about writing genres (e.g. narrative and persuasive writing). The aim is to improve pupils’ “metalinguistic awareness” – their understanding of the language choices they make when they write. This study builds on a previous evaluation of Grammar for Writing funded by the EEF.

AB - Grammar for Writing is a way of teaching writing designed to help pupils to understand how linguistic structures convey meaning, rather than teaching grammatical rules in the abstract. The teaching of the grammar is therefore explicit, but embedded in the context of teaching about writing genres (e.g. narrative and persuasive writing). The aim is to improve pupils’ “metalinguistic awareness” – their understanding of the language choices they make when they write. This study builds on a previous evaluation of Grammar for Writing funded by the EEF.

UR - https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Grammar_for_Writing.pdf

UR - https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/grammar-for-writing-effectiveness-trial/

M3 - Other report

BT - Grammar for Writing

PB - Education Endowment Foundation

CY - London

ER -

Grammar for Writing: Evaluation report and executive summary

Abstract

Access to Document

Other files and links

Fingerprint

Grammar for Writing Evaluation (joint with Universities of York and Exeter)

EAL in the mainstream classroom: Developing and testing EAL training for classroom teachers at GCSE

Evaluating universal school-based public mental health interventions: The Education for Wellbeing Programme

Cite this

Grammar for Writing: Evaluation report and executive summary

Abstract

Access to Document

Other files and links

Fingerprint

Projects

Grammar for Writing Evaluation (joint with Universities of York and Exeter)

Research output

EAL in the mainstream classroom: Developing and testing EAL training for classroom teachers at GCSE

Activities

Evaluating universal school-based public mental health interventions: The Education for Wellbeing Programme

Cite this