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ERIC Number: ED085745
Record Type: RIE
Publication Date: 1971-Nov
Pages: 16
Abstractor: N/A
Reference Count: 0
From the Concrete to the Abstract: Making Writing Concepts Real for the Middle School Student (A Demonstration of Teaching Strategies).
Redd, Virginia P.
This paper discusses how the element of concreteness can be injected into the teaching of composition. Some basic guidelines are presented and then illustrated with descriptions of sample teaching materials and devices in lesson sequences. The guidelines indicate: that the writing experience should be carefully and naturally integrated into the total language teaching cycle; that writing experiences need not be directly drawn from reading stories, but rather ideas could be suggested from reading experiences; that the teacher must analyze carefully the writing task to assure a developmental approach with attention to clearly defined skills and sub-skills; that constant experiential, visual, and auditory reinforcement must be provided to keep the concrete experience or idea foremost in the student's consciousness; that models should be provided in the developmental writing process; and that the development of concepts for a major composition must be slow and deliberate. Four illustrative lessons are provided for a developmental writing sequence, indicating objectives, materials, procedures, summary, follow-up activity, and home assignment. (WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (61st, Las Vegas, November 25-27, 1971)