International approaches to writing instruction: a comparison of curriculum in Australia and the USA

Abstract Being literate empowers individuals to be active citizens and enhances self-esteem, self-confidence, independence. In today’s society, literacy requires much more than alphabetic knowledge. Curriculum documents provide content knowledge for teachers refer as they assess plan the learning needs of their students. However, also have embedded within them particular views on what is taught how teach writing. this paper, we analyse teaching writing represented in official (intended) English curriculum standards USA, state Virginia, Australia, New South Wales. Using analysis, analysed approach/es explicitly or implicitly standards. We found that a skills-based approach was dominant discourse both US Australian intended curricula. A process present Virginia NSW, while genre prominent NSW curricula Virginia. The creative critical approaches were less countries. acknowledge enacted may differ bring own interpretations documents.