“Those were Grand Days”: A New Zealand Teenager Writes her Own Life, 1928–1946

This article considers an “autobiography” written by a New Zealand school girl in 1946. This document is a family history artefact that, while possibly unique in terms of genre, has value for broader histories of childhood and youth, of adolescent writing and particularly for understanding the historicised educational experiences of girls in the interwar period. It provides a case study of how such sources can be used or interpreted, arguing in particular for a contextual and relational approach that considers the issues of historical setting, voice versus agency, and discursive influences. In the process it suggests that semi-autonomy rather than full autonomy emerges as a more useful interpretive concept when reading such adolescent life histories.

Technology as a Lever for Adolescent Writing

Despite needing this critical skill for college and career readiness, American adolescents are struggling to develop effective writing. In today’s schools and workplaces, much of that writing uses digital tools. Integrating technology in secondary schools can help improve adolescent writing within initiatives focused on the pedagogy of writing. These initiatives would provide teachers with technical support so they may focus on instruction. Professional development would emphasize how to leverage digital tools to deliver evidence-based writing instruction. Students gain most when provided systematic, explicit instruction in scientifically based strategies for writing and the writing process, as well as how to make effective use of digital tools as part of the writing process.