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Most teachers accept that children learn to read by reading It is equally important that children learn to write by writing Evans 1991 in EDU 282 Reader 2005 260 It would be unreasonable then to assume that children are born with an innate ability to write as writing is essentially a cultural artefact Green and Campbell 2003131 Happily and hopefully the teaching of writing has moved on from the days where embedded in the skills approach to literacy it was largely regarded as a series of skills that could be drilled separately from one another and from any particular context Wilkinson et al 1980 in Green and Campbell 2003 132 The process writing movement developed by Graves 1983 cited in Green and Campbell 2003 132 led the emphasis away from the product of writing to the process used in order to produce the writing Following these ideas Cambourne 1984 cited in Green and Campbell 2003 132 added to process writing with the development of a set of eight natural conditions that he believed would enhance writing development in children One of these conditions is that of demonstration which suggests that learners need to observe and be given many different demonstrations of learning Green and Campbell 2003 46 Evans 1991 282 Reader 261 concurs with this argument stating children learn language more effectively in an environment which provides demonstrations of how language is used Here we have the basis for modelled writing Modelled writing is part of the genre approach to writing which developed through arguments propounded by Rothery 1984 and Christie 1990 cited in Green and Campbell 2003 133 for a weakness in the process writing approach - specifically that students were producing a surplus of the narrative genre to the detriment of developing writing competency in other genres and further that these subsequent genres needed to be taught explicitly The genre approach promotes a selection of text types that are
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