WRITING VS

JUNE 10, 2002

Published on the 10th, 20th and 30th of each month (USUALLY)

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WRITING VS. COMPOSITION

Writing = Symbols + Letters + Text + Words + Put pen to paper

Composition = Work of art + Piece of music + Masterpiece + Meaning

The process of written language – generating something worth reading by others - is a complex operation. There are distinct and different basic skills one must possess to WRITE a finished product (worth reading).

As you read on, please think of writing only as the act of putting symbols, letters, text and words on to paper. In doing a “task analysis” of writing, you will no doubt agree that there are many steps to writing such as:

_____ Holding the writing instrument correctly

_____ Forming the letters correctly and automatically

_____ Remembering to apply rules of capitalization, punctuation and spacing

_____ Knowing the difference between letters/symbols that look similar

_____ Staying on the lines

_____ Indenting where appropriate

COMPOSITION consists of the “thoughts and ideas” presented such as in a work of art, piece of music or masterpiece. A musically inclined person can compose a melody or song, perform it, be paid for it, and receive accolades for it without ever having to actually WRITE the music. Persons can be hired to transform the musical composition to WRITTEN notes on the staff so others can enjoy the piece. An artist can compose a moving, meaningful picture without the use of letters, capitalization rules, punctuation rules and the like. A CEO rarely WRITES his own letters or presentations, he dictates his thoughts to someone who transposes it to the WRITTEN format.

My point, of course, is that children are required to blend the skill of WRITING and COMPOSITION at an increasingly early age. First graders are required to write sentences and stories these days.

Realize what skills they must possess to just do the WRITING part. Additionally, they must use language to create a meaningful composition (that the teacher likes and recognizes as meaningful).

Do current school curriculums actually foster WRITTEN language as I’ve described it? I think, for the most part, no!

Penmanship is a lost art. Take a look at a child’s report card in the elementary grades. Is there a grade noted for penmanship? Probably not. For some reason, our curriculum does not emphasize penmanship as much as in the past. I can recall the thrill of using a pen in school and special paper to turn in for a penmanship grade. My 5^th grade teacher gave awards to those who could write like the book showed us. She would stand over us and “make” us form cursive letters correctly. It was an honor to receive her award for penmanship! (Nope, I never earned it but I tried!)

Students I’ve seen over the last 30 years with written language on their Individual Education Plan frequently are not able to produce symbols, letters, and words at the automatic level.

Basically, their penmanship is awful and their speed atrocious -- plus they can’t remember how to produce letters and symbols without a model to look at. If truth were told, I have 5^th graders unable to write a cursive, D, I, or S. I’m not saying they haven’t been taught, however, the process is not automatic.

WRITING has to be automatic or a child’s COMPOSITION production will suffer. The student spends so much energy thinking about --- holding the writing instrument correctly, forming the letters correctly, remembering to apply rules of capitalization, punctuation and spacing, knowing the difference between letters/symbols that look similar, staying on the lines, and indenting where appropriate -- that the creativity of the “masterpiece” is lost. The child frequently forgets what he wanted to “say.”

REMEDIATION SUGGESTIONS FOR WRITING

Daily supervised penmanship instruction and practice until “automatic” is demonstrated.

(At least 24 – 36 times is probably required, do the entire alphabet each day from 2^nd grade on)

Timed writing to foster automatic letter formation and increase speed and confidence.

Those with profound WRITING problems should be encouraged to tape record their masterpiece and then transcribe it or use a speech to write computer program.

Consider teaching keyboarding skills -- It's OK to allow the hunt and peck method for students if touch typing becomes as much of a "pain" as using a pencil and paper.

COMPOSITION

There are numerous strategies to teach children to compose stories and reports. It is not my intention to reiterate information readily available to teachers to assist students in creating “something interesting”.

IT'S YOUR CHOICE

The point of this newsletter is to remind those of you teaching written language that a student might have a masterpiece in his thoughts but be unable to WRITE it for you. Be sure you give credit for thought processes and not be prejudiced by a child’s inability to WRITE!

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DISCLAIMER

This information is for educational purposes only. Much of the information is from classes and workshops I’ve taken during my 30+ years of working with ADD & ADHD students – sprinkled with my own comments, thoughts and insights.

Some information has been acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment.

Additionally, much of this information is a direct result of research done for workshops I've presented (or have been asked to present). CLICK TO SEE MY WORKSHOP OFFERINGS.

This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child’s (or your own) doctor for additional input.

Editor: BJ Madewell

Email ADDchoices@aol.com or ADDchoices@yahoo.com

www.ADDchoices.com

Wichita, KS area

316-733-9532

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BJ Madewell