Writing is an art of presenting thoughts in a permanent or semi- permanent way so that it is easily communicable. It should be understood that while speaking there is direct communication between two or more persons, written words may be read in absence of persons. So format of writing should be so chosen that the readers know it from before. Further, the written communication should be self-contained because there may be no opportunity to make clarification or correction. Some of the basic principles involved in designing activities for developing competencies for writing are as follows:
Learners of younger age group love kinesthetic activities. So they must be given opportunity to draw lines, oblique lines, curves, etc. in as many ways as possible. Following activities may be considered in this respect.
(i) Learners may be taken to the side of river or a sand corner may be created in the school. Learners may be asked to draw straight lines, as big as possible, on sand. They can draw curved lines also. Competition may be arranged to draw bigger and bigger lines.
(ii) Learners may be asked to draw Aripan (floor Painting of Mithila Region of Bihar, India) on floor. Generally good sketchers have good handwriting. So learners should be given opportunity to draw freehand sketches.
(iii) Learners should practice drawing Akshar Yantra and Alphagram.
(iv) A blackboard at lower height should be hung. On this blackboard learners may be encouraged to write as freely as possible.
(v) Regular practice of cursive handwriting is a good way to ensure better handwriting.
(vi) Speed of writing should be gradually increased. In the initial stages more emphasis should be on good handwriting and later speed should be slowly increased.
Identify the learning style of your child. See how to identify the learning style of your child?
Based on the learning style of the learner the input should be given to the learner and the learner should be given exercises of writing. For example, a verbal learner may be asked to write a story narrated by the teacher. A rhythmic learner may be asked to write on the basis of the song heard. See audio-cassettes like Prakriti. A natural learner may be taken to the garden or on a picnic and asked to describe what he saw in the form of a letter, essay, etc.
Before such writing exercises similar exercises of speaking may be of great help.
To familiarize with different forms of formats of writing it would be a great idea to ask learners to convert one format into another. For example, learners may be narrated a story and asked to write a letter to their friend. A TV serial may be shown to the spatial child and asked to write the story. These way learners concentrate only on the composition and are not bothered about facts.
Learning is best, when it is linked with emotions. So, learners may be asked to perform certain activities linked with them and their family and write them. For example, a story may be narrated to the learner and he/she may be asked to write the story by considering himself to be the Hero/Heroine. A spatial child may do a similar exercise by seeing a picture.
Writing goes on improving with practice. So, more and more opportunities should be given to practice different format of writing.
For other activities and details
see Shaping Mind Creatively or Consult a Creative Learning Volunteer.
©2001-2009 APCL
Last changed:
Wed Jan 30 22:48:14 2013