Writing in school

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Writing in school

The ability to write is one of the basic prerequisites for participation in social life in all its facets. Many people are unaware of how many times they write and read in just one day in whatever form, which is simply because it is natural for most to be able to write and read from a certain age.

Text forms

In many parts of the world, children learn to write at school, not only learning to write as an actual process, but also learning how to write certain types of text. These include, for example, short stories, simple poems, summaries, interpretations or letters. Some children develop so much fun and enjoy writing that they later make it their profession, while others use the tips and knowledge they have acquired at school just for the everyday writing tasks in the professional and private sector.

Guidance and techniques for writing in school

Over time, the methods and techniques of how children learn to write in school have changed significantly. While children used to learn writing with the help of fibulae and often used to write in writing from the beginning, today children often learn how to write freely at school using appropriate instructions and work with initial tables and printed material. Ultimately, regardless of which methods are used, learning to write is a process that is divided into several phases.

Thus, a child first has to learn that sentences are composed of individual words, which in turn consist of syllables and finally of letters.

Writing exercises

The first and most frequent writing exercises that children undergo at school include dictation. These require a kind of translation because the children have to break the words into individual sounds, translate them into individual letters and then write them down in the right form and in the right order.

Dictations train several abilities at once, because to write correctly, the student not only has to hear the words, but also has to know the spelling rules and their exceptions, and remember the spelling of already known words in the memory and in the mind’s eye. Of course, no one expects from a beginner to write that they will not make mistakes within a very short time, but it is the mistakes that make it very clear in which phase the child is currently learning.

Many children can already write their name and some simple words when they start school. However, for most children, these words are not a sequence of individual letters, but rather certain images that they have memorized.

In addition, children are usually unaware that writing in a particular direction is why the letter images are painted anywhere on a sheet of paper. If the child now learns the so-called alphabetical strategy at school, it can happen that he or she suddenly misspells words that he had previously spelled correctly.

Words and letters

This is because the child has learned that words are composed of sounds and letters, but not all words are actually written as they are spoken. In the next phase, therefore, the child has to learn the orthographic strategy.

On the one hand, this includes, first of all, learning the spelling rules, for example, to memorize which words, when, when small, which words in a word or which words are written with double letters and stretched letters.

At the same time, however, the child also has to remember what exceptions there are from the rules. Over time, children save a kind of intellectual lexicon in which numerous word images and letter combinations are deposited.

This encyclopedia will ultimately last a lifetime and anyone can try it for themselves. When adults write, they seldom recall the appropriate spelling rule, but rather write what it feels like and what the written word looks like.

Chassidee Nicholson