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Grammar for Writing

Debra Myhill and colleagues at the University of Exeter devised an 'intervention [which] comprised detailed teaching schemes of work in which grammar was embedded where a meaningful connection could be made between the grammar point and writing. [The pupils were] taught [each] writing genre over a three week period once a term, and addressed ... writing learning objectives from the Framework for English... [The pupils] were given ... written outcomes for each genre studied: the opening of a story; a written speech; and a portfolio of three specified types of poem. A medium term plan was provided for each [genre], which outlined the time frame, learning objectives [and] assessed outcomes, accompanied by a range of relevant stimulus resources.'
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