ABSTRACT This paper reports on an intervention in a London school with boys with special educational needs and a lack of motivation to write descriptively. They displayed inconsistency in their written outcomes and a repetitive, limited range of vocabulary. While these issues were intertwined, the strategies described in this paper sought firstly to tackle the motivation and engagement of these pupils with descriptive writing and secondly to address vocabulary acquisition in relation to writing. The sequence of lessons outlined in this paper addressed issues of self-confidence, self-efficacy and the specific needs of the group, alongside tackling the vocabulary gap and the need for in-depth scaffolding of writing. The combination of strategies outlined made an impact in both areas. However, pupils became more confident in their capacity to write, and there was a notable move away from a negative “bottom set” mentality.

中文翻译：

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我们如何使用策略来鼓励参与，以及明确的词汇教学，以支持弱势的 SEND 学生提高他们的描述性写作？

摘要 本文报告了对伦敦一所学校的干预，该学校的男孩有特殊教育需求且缺乏描述性写作的动力。他们的书面结果不一致，词汇量有限且重复。虽然这些问题相互交织，但本文中描述的策略首先寻求解决这些学生对描述性写作的动机和参与，其次是解决与写作相关的词汇习得问题。本文概述的课程顺序解决了自信、自我效能和群体的特定需求等问题，同时解决了词汇差距和深入写作脚手架的需要。概述的战略组合在这两个领域都产生了影响。然而，学生们对自己的写作能力越来越有信心，