ERIC Number: ED265569
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Write from the Start: Tapping Your Child's Natural Writing Ability.
Graves, Donald; Stuart, Virginia
Based on a seminal classroom research project directed by Dr. Donald Graves, as well as on the experiences of numerous children, teachers, parents, and researchers around the world, this book shows what can happen when teachers and parents realize that every child can write. Although the book is the result of a collaboration, the two authors have chosen to preserve their separate voices: Virginia Stuart tells the story of the children who have discovered the joys of writing, and of the parents and teachers who have helped them make that discovery. Drawing on his years of experience as a researcher, educator, and parent, Donald Graves adds a running commentary as that story unfolds, and his remarks appear throughout the book, indented and in italics. Among the observations in the book are (1) how parents and teachers can work together to improve writing instruction in the schools, (2) ways for parents to encourage their children's interest in reading and writing at home, (3) the social and intellectual climate that enhances children's natural desire to learn, (4) how children's writing reveals the information that parents and teachers need to help them learn, (5) how the splinter-skill "component approach" to teaching so prevalent in schools today actually hinders growth, and (6) how teachers have discovered their own writing abilities for the first time while working with young writers. (HTH)
Descriptors: Childhood Attitudes, Classroom Environment, Classroom Research, Elementary Education, Family Environment, Learning Processes, Parent Participation, Preschool Education, Reading Writing Relationship, Teaching Methods, Writing Instruction, Writing Processes, Writing Readiness, Writing Research
E. P. Dutton, Inc., 2 Park Avenue, New York, NY 10016 ($16.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Parents; Practitioners
Authoring Institution: N/A