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Understand why students avoid writing

From: Regina G. Richards

It is customary for students in today's education system to not like the writing process and / or avoid. Many students feel the writing of takes too long. For some, writing is a very tedious task as there are so many subcomponents that must be contracted. For others, the reason lies in some processing difficulties, such as dyslexia or id graphies. Some educators are wondering if students no longer enjoy the slower, more prolonged process of written communication because they spend so much time to see the faster visual modality of television.

Students with learning problems, even those who have read well, often submit written work that is short and / or difficult to read. Such students can be victims of misunderstandings, a problem that is much more pronounced on the secondary level. "Allegations of laziness, poor motivation and a reprehensible attitude are often directed to deficient pen. The results may be a serious loss of incentive, a generalized academic entertainment and demoralization" (Levine 1998, 363).

There are many reasons why students avoid writing. Main reasons can be one or more of the following points:

  • You have it hard to start with the task and feel overwhelmed by the task.
  • You have to focus on letters: it is not an automatic process.
  • they are fighting to organize and use mechanisms of writing.
  • They are slow and inefficient to retrieve the right word (s) to express an idea.
  • they are fighting to develop their ideas fluently (bad idea).
  • they are fighting to track their thoughts while they bring them down on paper.
  • You feel that the process of writing on paper is slow and boring.
  • they feel the feeling that the newspaper never turns out the way they want.
  • you realize that the paper is still sloppy, although significant time and effort were spent.
  • They are DysGraphic, which causes several fights on the basic processing levels.
  • They are dysexic, causing very poor spelling and impaired the automatic use of writing mechanics.

As a parent and teacher, we can help the students to deal with their lack of fun on the writing process and also with bad capability development. The techniques are suitable. Students have to:

  • develop a stronger understanding and appreciation for the purpose of writing.
  • developed more efficient skills.

If students have a combination of this understanding and skills, they are then free to apply techniques and skills in a variety of situations. This is especially true for dysexic and / or dysographic students that compensate for the processing of inefficiencies in the voice domain.

Skill development

This graphic is the necessary steps in the development of writing capabilities. These steps are in a hierarchy: If a student has too many gaps in one (or more) of the lower levels, the upper levels can be shaky and unstable.

The underlying processing capabilities include development in a variety of storage, engine and language areas.Examples are:

  • Physical Components of Writing
  • speed of engine power
  • Active Memory
  • Language Formulation and Idea

The mechanical capabilities include lower tasks such as the automatic letter form, the use of space, basic correction, capitalization and punctuation. Further ravish mechanics include speed, clarity of expression and appropriate grammar.

The content capabilities relate to the organization and expression of ideas. The upper levels include:

  • writing with different writing styles
  • be flexible in writing
  • understanding of the readers of the reader
  • writing with enthusiasm

Total guidelines to help students avoid avoiding writing

There are many reasons why a student can avoid writing, but most relate to the concept that is not funny or pleasant writing. If the writing is not useful, it is difficult to bring together the variety of skills needed to develop enthusiasm about writing. Students learn to write with the letter, which gives them trust to transfer and develop their skills. The use of a variety of modalities can help to create enthusiasm for writing, and help the students to see the writing as a more meaningful activity.

It is also important to analyze the German skills to ensure that the student has developed automatic automation in these skills. If students are frustrated with individual components that relate to the task of writing, and / or if they are fighting to start or pursue their thoughts, the writing process is not funny, and their lack of enthusiasm becomes obvious. The letter remains at the level of the Drudgery, no matter how exciting the topic and the students who may be threatened threatened by the process of writing.

The goal for these students is to reduce the frustration that the fighting and feeling of the threat. Increasing the capabilities of the skills is required to increase the automatic statement for a student. When the automatality, as developed by metacognitive awareness of writing and using specific strategies, is combined with specialist development and bypass strategies, the student should be able to handle the vast majority of written expressions. The next step is to integrate the purpose and meaning to generate fun and lead to enthusiasm for writing.


Click "References" at the top to hide these references.

Acosta, Simone and Richards, Regina G. "Italics: a multi-sensory approach" 1999 So. California Consortium Resource Directory , International Dyslexia Club,

Levine, Melvin D. Development fluctuations and learning disorders, 2nd Ed.,

Levine, Melvin D. Educational care: A system for understanding and children with learning problems at home and in the school ,

Richards, Regina G. The source of dyslexia and dysmaphy , Easternmoline, IL: Linguisystems, 800 / per idea.

richards, regina G. If writing is a problem of a problem is , Riverside, Ret Center Press,

Richards Educational Therapy Center, Inc. - Riverside, CA May 1999

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