Writing development has been a key area of research in applied linguistics
for some time but most work has focused on children's writing at particular
ages, for example, at the early primary, late primary or secondary stage.
Christie and Derewianka draw on extensive research in both primary and
secondary years to trace the developmental trajectory from age 5 or 6
through to 18. Using a systemic functional grammar, they outline
developmental changes in writing in three major areas of the school
curriculum - English, history, and science - as children move from early
childhood to late childhood and on to adolescence and adulthood. The book
considers the nature of the curriculum at various stages, discussing the
interplay of curriculum goals, pedagogy and developmental changes as
children grow older. It also explores how emergent control of the different
subjects requires control of various subject specific literacies and
considers the pedagogical implications of their findings.
It will be of interest to anyone involved in the writing performance of
children in schools, particularly applied and educational linguists.