The Importance And Ideas Writing
Writing, like reading and counting, is one of the fundamental lessons. Like any learning it requires a good accompaniment of the student and a training over several years.
At the beginning of the school year, three graphic therapists from Toulouse will give you some keys to better understand the issue of writing and its learning. If you want to know more information about writing you can check at customwritingservice.com
THE FOUR INSEPARABLE FUNCTIONS OF WRITING
The instrumental function, the most obvious:
Writing makes it possible to transcribe speech but also to express one's thought; it allows to fix words and thoughts in space (on a support) and in time, thus overcoming the gaps in memory or saving from oblivion (manuscripts). This function develops at the moment of learning as long as the writing is only the reproduction of the model; it requires a certain ease, an absence of fatigue, embarrassment, tension ... so that the writing is legible and fast enough for you.
The relational or communication function:
We write to or for someone. In a private setting: to express, transmit, communicate thoughts, feelings, impressions, information; in a school or university setting: to give homework, assessments, exams ...
Writing creates a link between the writer's inner world and the outside world; the writer shares with the reader, makes his thought accessible to the other, is committed to the content ... This function requires that the writing is readable for the other.
The function of self-representation:
Each writer has a writing of his own, singular, which characterizes, represents. It refers to the notion of identity. At school, the teacher recognizes the writing of each child; he perceives and appreciates the written page as an expressive document. The child is therefore sensitive to the comments that his writing evokes;
Praise or criticism will deeply touch him as a pupil but also as a person. He will not like to write if he does not like his writing. This feature shows how important it is to love and recognize your writing.
The cultural function:
writing is closely linked to the development of civilization. Our societies are based on the written word. By drawing his first letters sticks the child is inspired by a code of 5000 years old. To write is to belong to a universal community even if the scriptures are different according to the countries and the times.
Writing is therefore an important act that still has beautiful years in front of him, especially in school and university, even if the screen invades our lives.
It is essential to devote time to learning because, as many studies show, handwriting is an instrument for developing thought, organizing and structuring it; it promotes reflection, rigor and precision in the choice of words but also logic; it promotes concentration and stimulates memory; it makes it easier to learn reading and spelling.
LEARNING TO WRITE, A COMPLEX ACT
Writing is a "gesture" that is learned, requires time, good accompaniment from the teacher (and / or parent) and a multi-year training for the student.
A gesture, which engages the whole body and mobilizes more particularly the arm and the hand. This gesture, made in the space of the sheet or notebook using a graphic tool, combines two groups of movements: the movements of inscription, (reduced and precise movements of the hand which play in the drawing of the letter (fine or distal motricity) and the movements of progression (association of the letters between them), translation of the forearm to the right on a horizontal axis (proximal motricity), the whole coordinated by this complex machine What is the brain?
It is also the learning of a calligraphic model(cursive writing), common code to which the child must conform, respecting the shape of the letters, their dimensions, their proportions, their directions, the direction of their course, their links, with a sequence, a rhythm, a sufficient speed ... in an organized, clear and neat space. It will also know how to trace and master the use of capital letters (script and cursives), accents, punctuation ... not to mention the numbers.
It is finally an act that solicits several areas of the brain. Learning to write requires that the child has first acquired:
Sufficient neuro-motor maturation to hold the instrument and direct its action; to understand the instructions given, to transcribe the calligraphic model, to assimilate the meaning of what it writes (to represent the word mentally and its meaning)
A sufficiently mature emotional level that allows him to support the effort of attention that this learning requires.
Sufficient socio-affective maturity:
Learning to write is an initiatory step that can be worrying because it involves complying with a rule imposed at the same time as family, school and social rules, which mark the entry into a new reality, that of the adult. These rules may seem restrictive but at the same time they reassure, secure and free. This initiation makes the child grow.
And that he has in him the desire or the desire to write.
Gradually, free from the motor difficulties specific to this learning and without major disorders of a psycho-emotional or disability-related nature, the child can produce, with the help of a benevolent accompaniment and a regular training, legible, clear and easy enough to adapt to the pace and requirements of the college.
Once the school model is mastered and the challenges of adolescence overcome, the writing will be personalized while continuing to evolve over the years and events of life.