Overview – Redefining ‘Good’ Writing

As teachers, we all want our students to become confident, engaged writers. However, recent research (see links below) highlights a key issue in how writing is currently conceptualized by primary school children. The greater emphasis on composition and technical skills in the latest national guidelines—such as grammar, punctuation, and handwriting—has led many children to see writing as a task of ‘getting it right’ rather than an opportunity for self-expression, creativity, and communication. The resources we present below aim to support students to develop a holistic, balanced view of writing, empowering them to find their voice and appreciate the importance of the different aspects that contribute to ’good’ school writing.

A recent study in Merseyside primary schools showed that when students were encouraged to think beyond technical accuracy and instead focus on aspects like creativity, personal voice, and audience engagement, they became more motivated, confident, and resourceful writers. These students began to see writing as a process of making choices rather than simply following rules. They explored different ways to express themselves, experimented with language, and ultimately found more enjoyment in writing.

By redefining what we mean by ‘good’ writing, we can help children see themselves as real writers with something valuable to say. This means:

✅ Balancing technical skills with creativity – While grammar and punctuation matter, they should support rather than dominate writing instruction.

✅ Encouraging personal expression – Giving children opportunities to write from their own experiences and interests fosters engagement and ownership.

✅ Teaching writing as a process of choice – Helping students make decisions about their writing strengthens their confidence and self-efficacy.

✅ Using feedback to empower, not discourage – Moving beyond marking for correctness and instead supporting thoughtful reflection on writing choices.

If we want to empower lifelong writers and develop writing efficacy, we need to provide an environment where students feel free to experiment, take risks, and develop their own unique voices. By redefining ‘good’ writing in our classrooms, we can foster a love of writing that will stay with children far beyond their school years.

Let’s work together to create an environment that supports accurate writing while fostering a culture that values creativity, individuality, and meaningful communication!