In any school class there will be a wide range of
learning style preferences. To develop a writing
curriculum that meets the needs of each style is a
pursuit that has been only superficially explored.
This report addresses issues involved in
understanding the writing needs of a wide range of
styles. The author studied one class of
ten-year-olds, becoming their full-time teacher for
one year, and implementing a programme of text
production that took the students from monomodal,
handwritten texts to fully multimodal
computer-mediated texts. By observing the changes
over a ten-month period and...