Writing a composition about family

The leaves rustled in the trees and the trees swayed slightly, making groaning heavy sounds.

Writing a composition about family

Steven Graham, Karen R. Harris, and Lynn Larsen This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: Abstract Many students with LD experience difficulties mastering the process of writing.

We examine how schools can help these children become skilled writers. Six principles designed to prevent as well as alleviate writing difficulties are presented. The mn was sneB translation: If theu go to like dutch countri sombodie might ask them something theu cold have two kinds of langage The two compositions presented above were written by Arthur Dent 1, a 5th-grade child with a learning disability LD.

The first was written at the start of 2nd grade in response to a picture of a young girl showing her father a large fish she had caught. The second exposition was Arthur's written reply to his 5th-grade teacher's query, "Should children have to learn a second language?

One, his responses are inordinately short, containing few ideas and little elaboration, and two, it is difficult to decipher his writing, because of spelling, punctuation, and capitalization miscues. Concern about Arthur's writing capabilities initially surfaced in 1st grade.

His teacher observed that he was reluctant to write, often became frustrated while writing, and avoided working or sharing his writing with others. Teachers in 2nd and 3rd grade indicated that Arthur would hurry through writing assignments, writing a composition about family little or no planning in advance, and writing quickly, taking short pauses to think about the spelling of a word or what to say next.

They further noted that it was difficult to get him to revise his written work, and when he did revise, his efforts typically focused on making the paper neater, correcting spelling miscues, and changing a word here and there.

As a consequence of his difficulties with writing, Arthur was tested for learning disabilities at the start of 4th grade. Although his intellectual capabilities were within the normal range, he scored 2 standard deviations below the mean on a norm-referenced writing test, qualifying him for special education services.

Unfortunately, Arthur's difficulties with writing are not unique. They are shared by many other children with LD. Just like Arthur, children with LD typically employ an approach to composing that minimizes the role of planning in writing.

writing a composition about family

This approach to writing was illustrated in a recent Peanuts cartoon 2 where Charlie Brown's dog, Snoopy, is typing, "The light mist turned to rain. Like Snoopy, children with LD often compose by drawing any information from memory that is somewhat appropriate, writing it down, and using each idea to stimulate the generation of the next one.

With this retrieve - and-write process little attention is directed at the needs of the audience, the constraints imposed by the topic, the development of rhetorical goals, or the organization of text.

writing a composition about family

Another Peanuts cartoon involving Snoopy as well as his most ardent critic, Lucy, captures a second similarity between Arthur and other poor writers with LD. After typing, "Dear Sweetheart," Snoopy gives his paper to Lucy for feedback.

She quickly informs him that he should use a more endearing greeting. When asked to revise, they primarily employ a thesaurus approach to revising, correcting mechanical errors and making minor word substitutions.

Not surprisingly, this approach has little impact on improving the quality of their writing. A third similarity between Arthur and other students with LD can be revealed by returning to our friend Snoopy once again.

After finding a seat in the back of the classroom at Charlie Brown's school, Snoopy tries to remember the "I before E" rule in case he is asked to spell a word. He has it all confused, however, thinking that it is the "I before C" rule, or maybe the "E before M except after G" rule, or possibly the "3 before 2 except after 10" rule.

Like Snoopy, many children with LD struggle with the mechanics of writing. In contrast to classmates who write well, their papers are replete with spelling, capitalization, punctuation, and handwriting errors. Mechanical skills, such as handwriting fluency and spelling, however, play an important role in writing development, accounting for a sizable portion of the variance in writing quality and fluency.

A fourth characteristic common to Arthur and other students with LD can be illustrated in a Peanuts cartoon involving Charlie Brown's sister, Sally. While practicing her periods, Sally tells her brother that periods are very important, shouting that a "PERIOD" must be added at the end of every sentence.

Like Sally, children with LD often overemphasize the importance of transcription skills, such as handwriting, spelling, punctuation, or capitalization. In comparison to classmates who write well, they are more likely to stress form when describing good writing and what good writers do.

They are also less knowledgeable about writing and the process of writing.

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In this paper, we examine how schools can help children like Arthur and other students with LD become skilled writers. The writing instruction that Many of these children currently receive is inadequate.Join us for Open House Thursday, September 6th at pm.

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8 Common Grammar Mistakes for Primary School Compositions. Is your child’s compo score constantly dragged down by his or her language marks? Do you feel like even after all the model compo books you’ve made him read, your child doesn’t seem to improve? The writing process is a term used in teaching.. In , Donald M. Murray published a brief manifesto titled "Teach Writing as a Process Not Product", a phrase which became a rallying cry for many writing teachers. Ten years later, in , Maxine Hairston argued that the teaching of writing had undergone a "paradigm shift" in moving from a focus on written products to writing . We are pleased to announce winners of the third Bad Writing Contest, sponsored by the scholarly journal Philosophy and Literature and its internet discussion group, PHIL-LIT.. The Bad Writing Contest attempts to locate the ugliest, most stylistically awful passage found in a scholarly book or article published in the last few years.

Kindergarten Writing Activities. Start students’ literary careers off right with kindergarten writing activities that not only provide a solid foundation in spelling and grammar, but also inspire a . Table 1 Features of exemplary writing instruction.

The Bad Writing Contest

A literate classroom environment where students' written work is prominently displayed, the room is packed with writing and reading material, and word lists adorn the walls. How to Write a Composition.

You don't have to be a good writer to write well. Writing is a process. By learning to treat writing as a series of small steps instead of a big all-at-once magic trick you have to pull off will make writing a.

Phoenician Alphabet, Mother of Modern Writing ; Phoenician script was the alphabet used for transliterating the Holy Bible in Hebrew.; Evolution of Phoenician into Latin/Western scripts and Arabic/Eastern scripts. The writing process is a term used in teaching.. In , Donald M. Murray published a brief manifesto titled "Teach Writing as a Process Not Product", a phrase which became a rallying cry for many writing teachers.

Ten years later, in , Maxine Hairston argued that the teaching of writing had undergone a "paradigm shift" in moving from a focus on written products to writing .

How to Write a Composition (with Pictures) - wikiHow