The+Development+of+Writing

__**  When children are learning to write there is a distinct difference between the language which an individual speaks, to the language that an individual writes. Children are more  likely to express more of an imagination when telling a story orally. Once they have to put pencil to paper and worked out how to hold their pencil correctly,   this is when it becomes a challenge. Children have to write their thoughts into words, which then make sentences and paragraphs. Keeping in mind that at the same time all of their writing has to make sense to an audience. This can be a very daunting and challenging process for children.     When learning to write children have to understand that written language is very different to spoken language. In spoken language one can rely on  physical gestures and actions.  The tone of voice which is used can also provide meaning. Whereas when language is written ‘the context is usually included and the meanings have to be made explicit.’ (Hill, 2006, p.280)   There are different stages in children’s writing;    Beginning writing: where a child is experimenting with writing and produces ‘scribble – like lines’ (Hill, 2006, p.283) The child is then able to draw meaning out of their creation. Sometimes individual numbers and letters may appear. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: 'Arial Black', Gadget, sans-serif"> <span style="FONT-SIZE: 80%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Early-emergent writing: Children will use drawings or letters to represent words. Individuals begin to have an understanding of direction, knowing to write from left to right, and understanding that pictures are separate from text. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: 'Arial Black', Gadget, sans-serif"> <span style="FONT-SIZE: 80%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Emergent writing: Children start to put more letters together to represent words and they may also start putting spaces in between words. Early writing: Children start to have an understanding of when to use capital and lower case letters. They will probably continue to invent spelling for some challenging words. Children become aware ‘that there are different forms of genres of writing, for example, narratives and information texts.’ (Hill, 2006, p. 285) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: 'Arial Black', Gadget, sans-serif"> <span style="FONT-SIZE: 80%; FONT-FAMILY: Arial, Helvetica, sans-serif">      Transitional Writing: Children tend to write large quantities of writing which loses its quality. Children by now have a sound knowledge about punctuation. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: 'Arial Black', Gadget, sans-serif"> <span style="FONT-SIZE: 80%; FONT-FAMILY: Arial, Helvetica, sans-serif">      Extending writing: This writing is similar to that of an experienced adult writer. Spelling will be mostly correct and writers will be adjusting their st   yle according to the audience. <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> I believe the sample to the left displays an example of Early Writing. The second piece of text, to the right, displays characteristics of being early Transitional Writing. Both of the pieces display drawings that are seperate from the text, telling the viewer that author understands that pictures are to be seperate from text.
 * __ The Development of Writing

(< http://www.qca.org.uk/libraryAssets/images/en_below_write_eg4_web(1).gif, retrieved 25/04/08)

(<http://www.qca.org.uk/libraryAssets/images/en_below_write_eg2_web, (1).gif>, retrieved 25/04/08)