ERIC Number: ED161032
Record Type: RIE
Publication Date: 1974
Reference Count: 0
Instruction First, Writing Later.
Usher, Mauricio H.
A deductive-inductive sequence of writing instruction, in which students are instructed systematically before they begin to write, would help students learn to write well. Educators who propose a trial and error pattern ignore the facts that those learning to write do not have unlimited time in which to learn and are not dealing with an inherent learning propensity, as in learning to speak. Even in learning to speak, children need planned systematic teaching if they are to avoid errors. Planned intervention is even more necessary to growth in reading. Writing is the most difficult language skill to learn, is highly dependent upon mastery in other areas, particularly reading, and is the most important skill; much more teaching time and effort should be spent on it. Students should first be taught the fundamentals of rhetoric and style; they should then be made aware, through analysis of good literature, of varieties of styles and their uses. Only then can they begin to develop their own writing styles. They should not be plunged headlong into the writing task and allowed to commit errors where they may. Teachers should assume ignorance on the students' part and practice preventive teaching of writing. (GW)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Study prepared at Southern Methodist University