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ERIC Number: ED224023
Record Type: RIE
Publication Date: 1981
Pages: 23
Abstractor: N/A
Reference Count: 0
What Everyone Should Know (Has Known but Done Little to Implement) about Evaluating Students' Writing.
Bennett, Susan G.
Research on the composition process and writing instruction has reiterated that red-pencilling students' literary efforts achieves mostly negative effects. Researchers contend that if teachers ignore the mechanics used (or misused) by beginning writers, if they encourage and stimulate the production of both oral and written language, reward the expression of ideas, and value fluency and creativity, then through reading others' words and generating their own, children will gradually recognize and use spelling rules, punctuation, and proper syntax. Most children arrive in first grade well equipped with the language necessary for composition, but few control transcribing--spelling and mechanical--rules. Two samples of writing exemplify this: one a perfectly spelled and punctuated two-word title, the other an extended, creative composition with several spelling and punctuation errors. The first indicates a fear of making errors, while the second indicates a willingness to take risks. Clearly, the second exemplifies an attitude that should be encouraged if the student is to become a proficient writer. Educators should be suspicious of first reactions to students' writing--reactions usually in response to error or "correctness." Educators must promote turning classrooms into supportive, safe places in which to learn, to practice, to err, and to take risks, in order to meet the needs of beginning writers. (Examples of beginning writers' compositions are appended.) (HTH)
Publication Type: Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A