Abstract Variable achievements are not only common in students’ writing but pose challenges for teachers seeking to acknowledge these and foster next steps in literacy teaching. If teachers are to ‘lead development’ (Vygotsky, 1978), they need knowledge about how different text types function and what progression in learning to compose these looks like. Drawing on data from a large research project investigating the contribution of systemic functional grammatics to student writing, the paper considers the interplay of factors at work in student writing and what a linguistically informed approach to writing pedagogy offers teachers keen to foster development in primary classrooms. The paper addresses two key questions: (i) What kind of framework is needed if we are to take account of positive but embryonic developments in student writing? (ii) How can the framework be used by teachers to foster next steps in students’ writing? It may be possible to change the story currently dominating assessment in an era of high-stakes international testing focused so strongly on measurement rather than growth.

中文翻译：

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不断变化的故事：叙事写作发展的语言学评估

摘要 不同的成就不仅在学生的写作中很常见，而且对寻求承认这些成就并促进扫盲教学的下一步的教师提出了挑战。如果教师要“引领发展”（Vygotsky，1978），他们需要了解不同文本类型的功能以及学习编写这些文本的过程是什么样的。该论文借鉴了一项调查系统功能语法对学生写作的贡献的大型研究项目的数据，考虑了学生写作中起作用的因素的相互作用，以及语言学上的写作教学法为热衷于促进小学课堂发展的教师提供了什么。该论文解决了两个关键问题：(i) 如果我们要考虑学生写作中积极但尚处于萌芽阶段的发展，需要什么样的框架？(ii) 教师如何使用这个框架来促进学生写作的下一步？在高风险的国际测试如此强烈地关注测量而不是增长的时代，有可能改变目前主导评估的故事。