Big Writing has infected many, but in different ways

14th May 2010 at 01:00

The front page of The TESS last week presented an interesting juxtaposition of opinion on Big Writing. Under the headline "Literacy ethos slammed", Vivienne Smith attacks one of the fundamental elements of the Big Writing methodology - VCOP (vocabulary, connectives, opener and punctuation activities), describing it as "a disease" in schools and stating that "it was based on nothing".

However, the photo above the article, of a pupil from St Mirin's Primary, invites readers to discover how they have achieved excellence - through the Big Writing approach. Indeed, an informative double-page spread serves to explain that it is the introduction of Big Writing four years ago that is responsible for significant improvements in writing attainment. Is this the disease that Smith is referring to? Let's hope it is catching.

Anne Glennie, primary teacher, North Galson, Isle of Lewis.

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number


The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now