Examining the Writing gap
Impact of Placements
My experiences during my first and second teaching placements have significantly influenced my research into the writing gap and my passion for teaching creative writing, particularly through gothic literature. Throughout these placements, I had numerous opportunities to observe and interact directly with students, providing a clear understanding of their writing abilities and the challenges they face. This hands-on experience deepened my knowledge of the varied interests and needs of Key Stage 3 (KS3) students.
During my placements, I observed a noticeable lack of engagement and enthusiasm among some students towards creative writing tasks. Many KS3 students, particularly in Year 9, seemed to struggle with expressing their ideas or exploring creative concepts. This highlighted the need for a stimulating and engaging approach to foster a renewed interest in writing. I also noticed that the transition from Key Stage 2 (KS2) to KS3 often results in a decline in creativity, which underscored the importance of revitalising students’ interest in English.
The idea of using gothic literature as a means of teaching creative writing emerged during my first placement. Year 8 students showed a deep interest in dark and mysterious narratives, engaging with the material enthusiastically. This insight motivated me to explore the potential of incorporating gothic literature across KS3 to bridge the writing gap and reinvigorate students’ passion for writing.
Engaging with experienced teachers during my placements further enriched my understanding. Their insights into the writing gap, along with collaborative discussions and observations of their strategies, contributed to my evolving approach to addressing these challenges effectively.
Research and Its Influence
Alex Quigley’s Closing the Writing Gap has been instrumental in shaping my approach to teaching creative writing through gothic literature in the KS3 English curriculum. Quigley highlights the importance of explicit writing instruction, structured teaching, and meaningful feedback. His work aligns closely with my teaching philosophy and has inspired me to adopt similar strategies to enhance students’ writing proficiency.
Quigley notes the lack of training for teachers in effective writing instruction, emphasising that closing the writing gap requires addressing both student engagement and teacher expertise. One way to address this is by developing a curriculum that excites both students and teachers. Integrating gothic literature, which offers authentic and purposeful writing tasks, aligns with Quigley’s research and supports student engagement.
The Department for Education’s (DfE) What is the Research Evidence on Writing? has also been pivotal. The study underscores the importance of allowing students to choose writing topics that resonate with them and emphasises the motivational impact of creative writing opportunities. Gothic literature, with its themes of mystery and the supernatural, offers a unique avenue for students to develop their voices and foster a sense of ownership over their writing.
My Approach and Scheme of Work
The writing gap at KS3 is a significant issue that can affect students' academic success. To address this, my scheme of work introduces gothic literature to KS3 students, providing them with an opportunity to explore a genre that is often new to them. This exposure lays a foundation for future studies, such as GCSE English Language, and enhances their ability to critically analyse various narrative structures.
My scheme of work also prepares students for the creative writing component of their GCSE exams by developing their skills in crafting imaginative narratives. Additionally, it aims to demonstrate the contemporary relevance of gothic literature, connecting its themes to modern society and enriching students’ appreciation of literature’s impact.
Recognising that creativity often diminishes as students transition from KS2 to KS3, my scheme reignites their imaginative potential. By offering opportunities to experiment with language and express unique perspectives, I aim to inspire a renewed love for writing and English.
Impact on Future Teaching
Research and experience have profoundly shaped my teaching practice. By incorporating gothic literature into the KS3 curriculum, I can engage students with a genre that offers rich narrative techniques and vivid imagery. This approach will broaden their understanding of themes and writing styles, preparing them for more advanced studies and fostering their creativity.
Teaching creative writing through gothic literature enhances students’ descriptive abilities and critical thinking. The genre encourages exploration of language, vivid characterisation, and evocative settings, providing a fertile ground for students to experiment and develop their writing skills. Visual stimuli, such as Louis Daguerre’s Ruins of Holyrood Chapel, can further inspire their imagination and serve as effective writing prompts.
To support students’ development, I will use structured methods such as cold-call questioning and formative assessments to ensure their understanding and retention of key concepts. Gibbs’ reflective cycle has guided my planning, helping me to refine my approach and address challenges proactively.
Challenges and Development Areas
One challenge in implementing this scheme is ensuring student engagement, as gothic literature may be unfamiliar. Using visual aids and class discussions can help make the content more accessible. Supporting students with limited writing experience through scaffolding, sentence stems, and structured activities is also crucial.
Feedback from peers suggested expanding links to the KS3 national curriculum and incorporating seminal theories, such as the uncanny and the sublime. These theoretical frameworks will enrich students’ understanding of gothic literature and enhance their analytical skills. Additionally, creating a clear success criteria and providing tailored support for lower-attaining students will ensure that all learners can progress effectively.
Future Implications and Conclusion
The insights gained from developing and presenting this scheme of work have profound implications for my future teaching. Strategies such as the Frayer Model for vocabulary development, visual aids, and tailored support for EAL and SEND learners will be integral to my practice. Balancing technology use with formal writing instruction will also be essential to prepare students for academic success.
By addressing the writing gap through gothic literature, I aim to foster students’ writing skills, creativity, and enthusiasm for English. This approach not only equips students with essential skills but also instills a lasting appreciation for literature.
References
Akin, I., & Murrell-Jones, M. (2018). Closing the Gap in Academic Writing Using the Cognitive Load Theory, Literacy Information and Computer Education Journal, 9(1), p. 2835.
Alber Morgan, S., Hessler, T., & Konrad, M. (2007). Teaching Writing for Keeps, Education and Treatment of Children, 30(3), p. 112.
Anttila, M., Kuuskorpi, M., Markkanen, P., & Välimäki, M. (2020). A Reflective Cycle: Understanding Challenging Situations in a School Setting, Educational Research, 62(1).
Briceño, A., & Rodriguez-Mojica, C. (2018). Sentence Stems That Support Reading Comprehension, International Literacy Convention, 72(3), p. 398.
Bruning, R., & Horn, C. (2010). Developing Motivation to Write, Educational Psychologist, 35(1), p. 26.
Clark, C., & Dugdale, G. (2009). Young People’s Writing: Attitudes, Behaviour and the Role of Technology, National Literacy Trust, p. 10.
Department for Education (DfE). (2012). What is the Research Evidence on Writing? Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/183399/DFE-RR238.pdf
Department for Education (DfE). (2013). English Programmes of Study: Key Stage 3 National Curriculum in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/244215/SECONDARY_national_curriculum_-_English2.pdf
Greene, M., Hartzell, S., & Hong, E. (2009). Fostering Creativity in the Classroom: Effects of Teachers’ Epistemological Beliefs, Motivation, and Goal Orientation, Teacher Attributes and Instruction for Creativity, 43(3), p. 205.
Hodges, T., Feng, L., Kuo, L.-J., & McTigue, E. (2016). Discovering the Literacy Gap: A Systematic Review of Reading and Writing Theories in Research, Cogent Education, p. 9.
Panjaitan, N., & Sihotang, H. (2020). A Comparative Study Between Frayer Model and Concept Mapping Strategy to Enhance Students’ Vocabulary Acquisition, Universitas Advent Indonesia, 5(1), p. 2.
Quigley, A. (2022). Closing the Writing Gap. United Kingdom: Routledge.
Rodabaugh, W. (1996). Teaching Gothic Literature in the Junior High Classroom, National Council of Teachers of English, 85(3), p. 72.