Introduction
Writing is often referred to as a neglected skill. There are many who consider
that it is something which develops automatically, if you know how to speak, you
should also know how to write. However, written language is not similar to its spoken
counterpart. There are different rules which apply to it, which the learner cannot
master on her own. As writing is usually an isolated activity, students need to learn to
consider an ideal audience each time they need to express themselves on print. In
order to fully serve its communicative purpose, writing needs to be contextualized, i.e.
students need to write for a purpose, as well as fully justified as a means of
communication.
Another reason why the teaching of writing usually fails to meet it objectives
is that it is considered as a product rather than as a process. This means that teachers
focus on a piece of writing after this has been completed, rather than on how to help
the student while she is trying to put her thought on paper.
The aim of this part is to bring together thoughts about young children’s
writing development and consists of two sections. Section 1 is theoretical, as it
provides some information concerning the factors that should be taken into
consideration in the teaching of reading. It also makes a reference to the relevant
criteria employed in the teaching of reading according to the literature. Section 2 is an
attempt to put theory into practice by presenting two lessons which were prepared
according to the criteria which were discussed in section 1. Lesson 1 is an adaptation
of a specific lesson taken from the students’ activity book, while Lesson 2 is a lesson
wholly devised by the writer of this book.
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