David Wray

This book discusses the implications arising from the authors' research into what constitutes an effective teacher of literacy. They have been able to identify what effective teachers know, understand and do which enable them to put effective teaching of literacy into practice in the primary phase. By identifying the strategies used by these teachers, the authors show how these can be applied by other primary teachers to improve their teaching of literacy.

This book discusses the implications arising from the authors' research into what constitutes an effective teacher of literacy. They have been able to identify what effective teachers know, understand and do which enable them to put effective teaching of literacy into practice in the primary phase. By identifying the strategies used by these teachers, the authors show how these can be applied by other primary teachers to improve their teaching of literacy.

This book applies comparative cultural and literary models to a reading of Catullus’ poems as social performances of a ‘poetics of manhood’: a competitively, often outrageously, self-allusive bid for recognition and admiration. Earlier readings of Catullus, based on Romantic and Modernist notions of ‘lyric’ poetry, have tended to focus on the relationship with Lesbia and to ignore the majority of the shorter poems, which are instead directed at other men. Professor Wray approaches these poems in the light of new models for understanding male social interaction in the premodern Mediterranean, placing them in their specifically Roman historical context while bringing out their strikingly ‘postmodern’ qualities. The result is a new way of reading the fiercely aggressive and delicately refined agonism performed in Catullus’ shorter poems. All Latin and Greek quoted is supplied with an English translation.

One of the most problematic areas in the teaching and development of literacy appears to concern children's interactions with non-fiction books. Many surveys and reports have commented on the tendency for children to do little more than copy out sections of non-fiction texts. The Exeter Extending Literacy (EXEL) project was set up with the aim of exploring ways in which non-fiction might be used more effectively and profitably than this. In this book David Wray and Maureen Lewis outline the thinking behind the project and describe in detail the many useful teaching strategies and approaches which were developed in collaboration with primary teachers across the country. Teachers of children from five to fourteen will find this book both a stimulating account of a very influential development project and a useful source of practical teaching ideas.

One of the most problematic areas in the teaching and development of literacy appears to concern children's interactions with non-fiction books. Many surveys and reports have commented on the tendency for children to do little more than copy out sections of non-fiction texts. The Exeter Extending Literacy (EXEL) project was set up with the aim of exploring ways in which non-fiction might be used more effectively and profitably than this. In this book David Wray and Maureen Lewis outline the thinking behind the project and describe in detail the many useful teaching strategies and approaches which were developed in collaboration with primary teachers across the country. Teachers of children from five to fourteen will find this book both a stimulating account of a very influential development project and a useful source of practical teaching ideas.

This book focuses on approaches to the teaching of primary English at Key Stage 2 in the context of the National Curriculum. Through a series of guided activities, teachers are encouraged to reflect upon particular teaching strategies and activities such as: an analysis of language and literacy, the processes of language and literacy, the use of topic work, a critical look at classroom environments, and examination of the texts which children read and write, and a discussion of the role of the teacher.

Linking the development of reading, writing, speaking and listening, this book offers a distinctive holistic approach to literacy and language acquisition. It emphasizes the value of active, collaborative learning, and includes sections on literacy accross the primary curriculum, new technology and assessment. Each chapter is linked to a component of the National Curriculum Programme and contains points of interest, sources of further information and suggestions for follow-up actvities in the classroom.