Abstract
This paper describes a small‐scale writing project in which a class of KS 2 primary pupils were invited to import their own narrative interests into a task designed by their teacher and the researcher within the constraints of the National Literacy Strategy. By employing an adventure genre, based on problem and puzzle solving, pupils were encouraged to introduce familiar scenarios and characters from their favourite stories in books, comics, videos or computer games. The work produced has been analyzed to highlight the different ways in which boys and girls engaged with key aspects of narrative and how this enabled discussion of gendered literacy practices in which boys and girls held an equal stake. The author discusses the importance of developing strategies by means of which children's understanding and transformations of their preferred modes of narrative pleasures can be housed within the current literacy framework.
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