Situating Writing Pedagogy within the Educational Curriculum

Curriculum involves a conception of both the input to and the output of teaching and learning (Wiggins and McTighe, 2006: 6) and can “...start from input, process, or output,... [e]ach starting point reflect[ing] different assumptions about both the means and the ends of teaching and learning” (Richards and Rodgers, 2014: 364). Different approaches to writing are based in different educational traditions, which suggest different orientations to teaching and learning and are consistent with different writing practices. These different traditions and approaches shape the curriculum in writing courses and, more generally, in other courses where writing is a planned activity. They also shape the ways in which writing is and can be assessed.