Usually, children love to assemble, shape and present ideas, although the most necessary thing they ought to learn to do is the review process. The concept of standard review crowns the triad of Beard’s components of writing, so here we have got composition and transcription followed by review – the generally accepted set of approaches that concern every term paper as well as a business plan obviously written outside school. The review represents an important part of restructuring on an initial stage and of the final polishing at the end, therefore, children must learn this concept as the one supporting the process of writing as a single whole. Before the young writers can proceed to proof-reading, there is a lot to do on the previous stages of self-generated writing.
Certainly, re-reading and polishing should constitute a significant part of children’s writing activity, however, it is also useful to inure them to “only-one-chance” writing, which is a usual practice on exams and requires the ability to submit a one-piece sample of written text in a specified timespan. Consequently, mastering the editing skill should include the same clear-cut understanding of inconveniences imposed by time limitations; sometimes one need to speed up saving the efficiency of expressing ideas nonetheless. The competence to finish written tasks, such as an essay about mother in time may vary greatly at different ages and grades. In spite of this factual observation, the objective of the teacher is to ensure the implementation of the immutable pattern: 1) planning the chart of ideas and structure of the piece is always the first stage; 2) drafting and preliminary writing; 3) imparting to the ideas a shape (plus review and re-shaping); 4) presenting as the final stage.
Since schoolchildren could not be expected to accomplish a psychology paper , it is usually sufficient to make sure they are able to put concentration on the tread of a story without working through scenarios and characters excessively. Later on, a draft and finished pieces can be worked through more carefully and supplied with metaphors, locutions and similes more plentifully. Still and all, revision of the writing is of higher importance here and quite often prompts appear very useful. By providing the pupils with prompts, the teacher can receive an unexpectedly strong response; the prompts can be divided into three groups: 1) reminders (‘Remember to..’, ‘Try not to forget to…’); scaffolding prompts (‘You should think about…’, ‘Imagine that you…’); 3) idea exemplars. As time goes by, children tend to make mistakes in meaning rather than stick to transcription errors (for instance, they will not be using structures like “ about my mother essay ” anymore).
Whether the teaching techniques are oriented on formal writing (such as teacher’s methods imply studying an MLA essay format ) or whether the main aim of the curriculum is to teach students to pick relevant and objective information for a personal statement , there are the several needful strategies to follow in each case. The elements of the training package are as follows: