This is the experience of many children – that ‘writing’ means the physical aspects of spelling, handwriting and punctuation. You will remember that Chapter 2 introduced the distinction between ‘composition’ and ‘transcription’ and the children’s work presented in Chapter 4 was analysed in relation to the children’s understandings of both these aspects. In Chapter 6 we took a careful look at supporting composition. These earlier chapters discussed the importance of ensuring that children have a balanced view of the writing process and are aware of the importance of the content of their writing as well as its ‘presentation’ as the National Curriculum (NC) describes it. But now we turn to the secretarial aspects of writing: spelling, handwriting and punctuation, which are, of course, very important.