Teaching requires specialised knowledge. For most subjects, teachers use their knowledge of the subject, and combine that with their knowledge of teaching and their knowledge of students. However, writing is not a 'subject' with a defined body of knowledge, and so the role of knowledge for teaching writing is contested. Nevertheless teachers need knowledge to interpret the curriculum, monitor students' learning and respond accordingly.

In this presentation Rebecca will consider what it means to be a 'knowledge-rich" teacher of writing and show the many sources of knowledge for the teaching of writing.