LEARNING+TO+WRITE

LEARNING TO WRITE ** Writing is a method of communication which is demonstrated through the means of constructing messages and representing various things such as ideas, feelings and information in print. We use writing as a process to communicate, explore, create and record. When learning to write it is important to firstly distinguish between spoken and written language. Spoken language is affected by things such as body language, facial expression and is largely based on colloquial language. Written language differs from this as it uses grammatical, formal language which offers a though rough detail of events which would not normally be spoken. (Cloonan, A et al, 2000, pp2-8) Some examples of the differences are as below;  ·  “When is dinner ready” spoken angrily would be clearly understood by the use of a persons voice and facial expressions, however in writing, to capture this same angry emotion, it would be written as “**When** is dinner ready” said Jane angrily, she was very hungry.  ·  “Dinner sat on the table next to the stove” written would more likely be spoken as “it’s over there” or “on the table”. Where a person can use pointing to show where it is which decreased the need for detail. BEGINNING WRITING -Child uses drawing as a method of communicating by drawing then explaining. -Writing appears as scribble and lines -Some letters appear (Hill, 2006, pp 283)
 * STAGES OF WRITING **

EARLY EMERGENT WRITING -Exploring the use of symbols to represent words and meaning -Begin to separate and distinguish between pictures and meaningful symbols. (Hill, 2006, pp 283, 284) - Children rely heavily on basic and obvious sounds to attempt to find a letter. (Cloonan, A et al, 2000, pp 45- 45)

EMERGENT WRITING -Begins to create more letter symbols. -Demonstrate spaces between letters -Letters begin to represent sounds in parts of words -Students learn to write left to right. (Hill, 2006, pp 284)

EARLY WRITING -Children invent spellings for words according to their previous knowledge and the sounds they make -Often use repetition of words and sentences as a form of learning and growing confidence -Children learn the role of capital and lower case letters and the use of simple grammar such as full stops. -Children begin to become familiar with different genres. (Hill, 2006, pp 284, 285)

TRANSITONAL WRITING -Complexity of writing increases -Punctuation improves -Emphasis becomes more on quantity rather than quality of the writing and this can lead to sentences being repeated.

There are three broad genres in relation to writing;  ·  Recount- Used to tell a story in a chronological order  ·  Narrative- A fictional story which is aimed to entertain and convey cultural values etc. It usually consists of a Beginning, Middle and Ending.  ·  Procedural- Used for giving rules, notices, instructions and recipes and provide a final purpose.  ·  ** PLANNING- Generate ideas, consider audience and set goals **  ·  ** COMPOSING-Choose content in order to fulfill your goal **  ·  ** REVISING- Re-write, delete, edit and determine if it fulfills your goal **  ·  ** RECORDING- Print, spelling, grammar and illustration **  ·  ** PUBLISHING- Proof reading, layout, presentation to an audience. **
 * GENRE **
 * THE WRITING PROCESS **
 * The writing process is used to structure texts in order to write successfully and meaningfully. The following are important stages in completely the writing process. **