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Writing, more particularly, refers to two activities: writing as a noun, the thing that is written down; and writing as the verb, designates the activity of writing. It refers to the inscription of characters on a medium, thereby forming words, and larger units of language, known as texts. It also refers to the creation of meaning and the information thereby. In that regard, linguistics (and related sciences) distinguishes between the written language and the spoken language. The significance of the medium by which meaning and information is conveyed is indicated by the distinction that is made in the arts and sciences; for example, in speech, or speaking: public speaking is a distinctly different activity, as is poetry reading; the former is governed by the rules of rhetoric, while the latter by poetics. Source: Wikipedia.
By Linda Popolano
In my previous article on motivating a student who dislikes writing, I talked about my experiences with my son and how we overcame his dislike of writing through his interest in writing product and book reviews at Amazon.com and dreaming up writing ideas that combined his love of drawing and sketching with writing assignments.
Some other ideas we have used which were also fun and effective (the teacher learns what's effective after the fact, but fun was always the essent
2: Teaching Writing to a Reluctant Writer (Not Rated)
By Linda Popolano
Like many middle-school-aged boys, my son despised writing assignments when we began homeschooling. Having been forced to do voluminous writing assignments when he was still attending school, his initial reaction when I became his teacher was to protest and argue over every writing assignment I gave him. After much trial and error, I found that the best approach was to give him a lot of latitude in choosing the topics and even what days he would write, at least in the begi
3: Duz Ackurit SPELLING Matir? (1.00/5)
Duz Ackurit SPELLING Matir?
Four Meny Thee Ansor Iz NO! Butt R Thay Rite?
Marion Blank
Thomas Jefferson in a letter to his daughter offered the following advice about spelling: Take care that you never spell a word wrong. Always before you write a word, consider how it is spelled, and, if you do not remember, turn to a dictionary.
Today’s world presents us with a dramatically different scene. Vast numbers of schools see accurate spelling not only as unnecessary, but actu
4: Touchy - Feely (Concrete vs. Abstract) (5.00/5)
by Johnnie W. Lewis
Ever wonder why kids hang on to their teddy bears, binkies, blankies, etc. for so long? Have you ever wondered why they don't understand a story you've told them? Because kids are touchy-feely! Children do not actually understand abstract ideas until around age 8. They will be able to pay lip service to something abstract earlier, but most don't actually understand the concept until around age 8.
Abstract is not just for art. Abstract means that something is a concept
5: 11 Strategies For Graphomotor Problems (Not Rated)
By Glenda Thorne, Ph.D.
1. For children who have difficulty with orthographic coding, it may be helpful to tape an alphabet line to the corner of their desk for easy reference.
2. Students with graphomotor problems should be given extended time to complete written assignments and/or a reduction in the volume of written output. For example, if the exercise given is to correctly capitalize and punctuate sentences or a passage, these should be provided to the student in typed form so that he
6: Graphomotor Skills: Why Some Kids Hate To Write (2.41/5)
By Glenda Thorne, Ph.D.
DESCRIPTION OF GRAPHOMOTOR SKILLS Handwriting is complex perceptual-motor skill that is dependent upon the maturation and integration of a number of cognitive, perceptual and motor skills, and is developed through instruction (Hamstra-Bletz and Blote, 1993; Maeland, 1992). While a plethora of information exists in lay and professional literature about many of the common problems experienced by school age children, difficulty with handwriting is often overlooked and p
7: How Mnemonic Strategies Can Improve Your Child's Memory Skills In One Evening (Not Rated)
By Jim Sarris
What's one of the things all successful students have in common? The can memorize easily. They remember the facts and details of battles in history, the formulas in math and the unending list of elements in science. So what can you do to help your child develop memory strategies that can instantly help them be more successful in school? The answer…mnemonic memorizing techniques! They're fun, simple and incredibly effective. And in one evening you can show your child how to app
8: Writing a LEAD to Open Your Writing (Not Rated)
By: Frank Holes, Jr.
The lead may even be an excerpt or scene from a story, book, movie, or TV show. These are good because your reader may have read or watched the scene already. This creates a connection, a bond, between the reader and the writing by sharing common ground.
The key to a lead is to provide a short story your audience can relate to the subject of your writing, or to the mood or tone you wish to establish. You may want the reader somber, compassionate, joyous, or expectant.
9: Journal Writing (Part 1) (5.00/5)
By: Frank Holes Jr.
We use the journal writing style for several applications in class. The number one goal of mine is to provide students with a place to record their thoughts and to reflect on their lives. I also advocate writing activities that can (and should) be done on a daily basis. I really believe students need to write a lot and often; they become better writers with a lot of practice. You can't expect students to be good at writing if they only write a few times each month or marki
10: Making the Cut: the Most Common Mistakes Fiction Writers Make and How to Avoid Them (0.50/5)
By: Trina Allen
Consider yourself a surgeon with a scalpel in hand, ready to remove your patient?s cancer before it spreads throughout his body. You do not hesitate. You make the cut knowing that after surgery your patient will be healthier and live longer. Treat your writing like that patient. Don?t let it die! Make the cut and save your fiction from the cancer of overwriting.
In editing manuscripts, I see the same common mistakes: the cancers of passive voice, over describing and adverb
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