Project coordinator Nikki Marsh reports on the Writing Together project, and gives advice for schools looking to get the best out of a visit by a professional writer.

"I learned that I am a good writer but could be better."
"I learned how to edit work and make pictures come alive."
"I realised that I enjoy writing poetry more than I thought I would."

These words were from Year 8 pupils at Walkden High School in Salford, speaking about the day they spent at Manchester City Art Gallery with writer Mandy Coe, one of five residencies organised by Writing Together during the autumn term last year. Their teacher Rob Chisnell was just as enthusiastic; he concluded that as a result of their day with Mandy, "all pupils were brought closer to poetry as a form and the presence of a real life poet revealed that 'normal' people actually write poetry after all. They left the gallery with a new enthusiasm."

Writing Together aims to ensure that every schoolchild encounters opportunities to work with professional writers who inspire them to write creatively. Based at Booktrust, it is a unique partnership of literature charities and official bodies, including the Poetry Society, the National Association of Writers in Education, the Qualifications and Curriculum Authority, Arts Council England, the Department for Education and Skills and Poet Laureate Andrew Motion.

The project's work is relevant to teachers of pupils of all ages. It increases pupils' commitment to and achievement in writing and also promotes their reading. Participating teachers are convinced that it has positive effects both for pupils and the school as a whole, encouraging creativity and inspiring young writers.

Following a two-year programme for primary teachers, Writing Together has this year focused on teachers of key stage 3 pupils. Five writer residencies in different regions of England were designed to show some of the ways in which writers can work with Year 8 pupils. These included working with small and larger groups of pupils, using different genres as the basis for a project, working intensively or over a longer period, using new technology or collaborating with other schools. Each residency was evaluated and written up as a case study.

Writing Together is now developing a detailed plan for the next academic year. Our goals are to help create the climate in which all schools will want to work with writers, to build the capacity of national and local agencies and sustain this work in the long term, to develop and disseminate good practice in residencies, and to evaluate the effectiveness of our activities.

As Dr Sue Horner, head of English at QCA and chair of Writing Together, said, "Having a writer in schools give pupils and teachers a new look at writing. Writers bring a new perspective to the classroom and raise expectations of what writing and writers can do."

Examples from Writing Together projects

Five days in a school
Poet Rose Flint spent five days working on different poetic forms including haikus and sonnets
A whole day writing
Mandy Coe spent a whole day with three groups of pupils at Manchester City Art Gallery. They based their work on paintings in the gallery.
Writing across the curriculum
Poet Lavinia Greenlaw worked with a small group of pupils exploring the language of science, history and literature.
Writing for performance
Two schools worked with dramatist Kathleen McCreery to produce a script, which they performed to each other at the end of the residency.
Working online
Peter Wynne-Wilson ran a one-day workshop in three schools which was then followed by an online link. Pupils worked on one or two pieces of writing and were able to keep in touch with Peter and comment on each others work via a special website.

Tips for working with a writer

• Use a literature development agency to help you find a writer who is experienced at working with schools. Local bookshops and libraries may also be able to help. Local agencies can sometime book the writer on your behalf.
• Plan your residency well in advance as these writers tend to be very much in demand
• Be clear about the type of writer you want - for example, a performance poet or a writer of fiction - and what you would like them to do.
• Try to arrange a residency which involves more than just one visit as pupils and teachers are likely to gain a lot more from a longer stay.
• Pass on what you learn to other teachers - some writers would be happy to talk to the staff during their residency and this could be part of an Inset session.
• Evaluate your residency to look at what worked best. Make sure senior management are aware of the benefits of working with a writer.
  

For a free information pack including five case studies, contact Nikki Marsh 020 8516 2976 or visit www.booktrust.org.uk/writingtogether.

For information about writers in your area who are experienced at working in schools, contact the National Association of Writers in Education on 01653 618429, website www.nawe.co.uk, or the Poetry Society on 020 7420 9880, website www.poetrysociety.org.uk.

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