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Written
Language: Written Expression
Teachers
often find the instruction of written expression difficult for a
variety of reasons. Because of the complex nature of the task, it
may seem easier to focus on specific skills (e.g., punctuation)
rather than large conceptual skills (e.g., conception of a well
established persuasive position statement). People who do not use
written expression in their daily lives may have trouble teaching
this skill. This section will highlight key elements of writing
expression and strategies to teach them.
- Development
of adequate written instruction requires a solid foundation in
oral language; reading; spelling; and printing, handwriting, or
keyboarding.
- Typical
practices exercises found in grammar books (e.g., correcting the
punctuations of sentences) do not resemble real writing activities
children will encounter, nor are the skills easily transferable.
- Written
language instruction needs to emphasize various purposes of written
expression, such as writing stories, personal or business letters,
comparison and contrast, or persuasive essays.
- Two
interrelated roles - author and secretary-- are needed in developing
written expression skills. Teachers often focus instruction on
secretarial skills, because they are more discrete and concrete.
A balanced approach to instruction of written expression should
emphasize both.
- Thorough
evaluation of written expression should include measures of various
skills (Meese, 2001):
- Instruction
should be centered around the writing process:
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