Talk for Writing is based on the thinking and creative processes involved in ‘being a writer’, including knowing how to generate and develop ideas; drawing on a breadth of reading; and understanding how to draft, refine and improve writing. For experienced writers, many of these processes are internal and automatic. However, young writers benefit from explicit exploration of these processes through supportive talk, so as to share the thinking involved in creating writing.
Talk for Writing also involves the oral learning of model texts and the oral development of new versions so that children internalise the language patterns that they need for writing, adding to their linguistic competency.
The Key to Raising Attainment
Talk for Writing, developed by Pie Corbett, supported by Julia Strong and the Talk for Writing team, is powerful because it is based on the principles of how people learn. The movement from imitation to innovation to independent application can be adapted to suit the needs of learners of any stage.
Talk for Writing has had a significant impact on schools. Typically, schools have found that children initially double their rate of progress and, where the approach has been applied systematically across a setting, many schools have achieved outstanding success. Schools already performing well have not only increased attainment, but also enjoyment and engagement.
The Talk for Writing Approach
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
Schools underpin their literacy work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is refined over the years, is well-resourced and documented to release teachers from planning and preparation so that they can focus on adapting their teaching for children’s learning.
The key phases of the Talk for Writing process, as outlined below, enable children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version.
This approach links well to our existing Dive into Writing approach and has a strong evidence-base and proven record in optimising pupil attainment.
CLPL in Session 2022/23
Schools who started their Talk for Writing journey in session 21/22 with fiction writing will have the option to take part in further professional learning and support opportunities in session 22/23. This will include:
- support groups for Project Leads
- online Teams to share good practice, resources etc
- CLPL for Project Leads and all staff in non-fiction writing
Talk for Writing will be made available to a second cohort of schools in session 22/23. For schools who choose to participate, this programme will include:
- CLPL for Project Leads – usually members of SMT and Literacy Champion(s) who will be provided with an overview of the Talk for Writing approach and how to implement and embed this approach across the whole school. Expected to take place in late May/early June.
- CLPL for all staff providing an introduction to Talk for Writing, specifically focussing on fiction writing.
- Depending on the number of schools/teachers participating, if funding permits, we may be able of offer CLPL on non-fiction writing later in session 22/23.
In addition, we will also be extending Talk for Writing CLPL to early years and secondary practitioners.
Further details, including programme dates, will be shared directly with all schools who express an interest in Talk for Writing.
