22 October 2010


Reading symbols is a common skill since the primitive societies. Writing is a process of communication in written form of these symbols ,ideas ,thoughts and feelings.
The rationality of teaching writing rooted for effective communication ,keeping permanent records ,cut across language barriers and for examination purposes.
Teaching writing patterns exposed children to good literature ,through stories that had being heard.
Pre-writing stage one pupils should be brainstormed of ideas ,stress importance of elements that will break out a marker . Punctuations,tense usage ,spellings ,expressions,sentence construction patterns ,paragraphing and how to develop a paragraph on themes that make paragraphs. The need for use of five senses should encourage pupils to have good sentences ,phrases by other authors and refer them in subsequent essays.
In stage two which is the actual writing ,the teacher should select topics suitable and give opportunity of sharing ideas before individual work and before point out possible errors.
Editing stage three should allow students to exchange each other written work to correct using different colour ink ,where corrections are made and prepare for each other's good draft. In this way errors are minimised.
On the final stage of revision the teacher put more emphasis on panctuation and paragraphing to establish whether the story is good and more accurate. The teacher must also be a motivator who talk of short stories,encourage reading novels and initiate to write about the local environment ,drawn from pictures or music as stimulus to provoke debates.On special days such as the national day,birthdays ,pupils should be given instructions about how to write about these special occassions. Making use of the vocabulary associated with the special subjects or programmes in media . Using visual aids ,generous anagrams and expand their horizons by reading newslatters,news and other journals.
Inaddition the progress will be noted and regulated, since the teacher is able to specify which aspects of writing this pupils has mastered ,so they will progress systematically and regulary.
When writing a guide compostion pupils are supplied with all necessary instructions on structures and vocabulary together with thoughts and ideas to be expressed.
Teacher guides pupils as to what to write and when to write depending on the cognitive level of the children ,which may need guidance on passage for completion . The opening or final paragraphs only can be provided. Whole sentences can be omited using outline through asking pupils to use notes to construct paragraphs.
Notes provided for single paragraph on jumpled order,give them other notes for several paragraphs in their correct order and then ask them to expand using questions ,they will answer in sentences which write out to complete the paragraphs.
Creative writing given free composition should supposed to master some vocabulary structures and grammar required for writing composition and is primarily concerned with logical arrangement of one's thoughts and ideas on the subjects. It can be taught to children in the upper grades ,but some guidance is still needed in the selection and organisation of facts and ideas. The length of written work should be limited to just a few paragraphs .The discussion on the topic should be held and teacher should also supply the required facts.
When teaching strategies of writing a good composition is necessary to select an interesting topic within the experiences of the learners in their immediate environment. On structures and vocabulary use should be completed devorced from what the learners write everyday . They should be given plenty of oral practice before writing. Generally in lower grades the teacher can read or tell the story then pupils asked to reproduce the story orally and then re-write the story in their exercise books.
The main goal is for children to be able to write logically,accurately and expressively with assistance of words they may likely to mispelt displayed on the board for them to see.
The teacher then should explain that a paragrapgh should contain a single idea which is normally the topic sentence followed by developers. Learners need a clarity on what is introduction and what it should consists of ,that's setting timing place and backgrounds of the story.More so pupils must aware that conclusion should be there which might show stance or resolution of the problems in the story .
For learners to be reflective the teacher should reduce the amount of help gradually ,so that pupils are always becoming more independent and are not suddenly deprived of support. However the teacher should stop children if observed certain common errors in use of language and discuss the problem with them.

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