An investigation into the use of writing frames and writing structures to overcome boys’ reluctance to write in geography lessons

Abstract

Studies on gender disparity in literacy reveal a recurring trend of boys’ reluctance to write. As such male pupils find themselves with fewer self-generated words on the page in front of them and consequently are deprived of vital scaffolding to develop their metacognitive facility. Furthermore their teachers lack a vital diagnostic tool when appraising boys’ cognitive processing and misconceptions. These detrimental effects indicate that reluctance to write represents a significant barrier to learning and progress. This study compares the effects of scaffolding methods to overcome boys’ reluctance to write. It finds a significant gender-based variance in response to writing frames against writing structures and makes suggestions on implementation and praxis.