When you write, you connect the dots between language and logic. It’s a two-way street: The more you write, the more logical you become, and likewise, the more logical you are, the better writer you become.
This series of Jots and Thoughts mini-articles will present specific ways in which teachers, and specifically homeschool parents/teachers, can teach writing well. These steps will not be formulaic, but they will be structured. There is a big difference.
Structured writing is writing which has purpose and direction. It is a given that for students to learn write in a structured manner, they must have the basics of grammar under their belts. They use the “tools” of grammar to build the structures, or frameworks, of their essays. All writers should strive to be consciously structured in their writing. In other words, they should attempt to control their phrases and sentences, and the ways in which they express themselves.
Formulaic writing is writing which demands that students use particular kinds phrases and clauses to create their work in particular and specific order–for instance, when a student is required to use phrases in assignments starting with certain types of words, such as prepositions, adverbs, verbs, etc. While it might be helpful to train students in this sort of formula for a year or so, in the long run there are negatives which supersede the positives. The significant problem with this method is that it is an overly regimented way of teaching students how to think about how to write. What should be part of a comprehensive grammar program (usually not taught now) has been tacked onto the larger writing curriculum in an attempt to belatedly teach the students these grammatical constructs. I admit that the opposite problem, that of not teaching any rules of writing at all, is not good. In fact, it’s worse. But that doesn’t make teaching writing formulaically a good solution. It’s not.
I think this gets back to the recent interpretation by “classical” learning advocates of the Dorothy L. Sayers essay, “The Lost Tools of Learning.” In this interpretation and application of how to teach, recent “classical” educators write curriculum based on a legalistic misunderstanding of the stages of learning. This is preposterous and Sayers, I am sure, would not agree with its extremity and rigidity. Children can think logically and independently from an early age; they can put their own thoughts together logically, although of course their levels of maturity must be taken into account. But to separate out their ability to think for themselves according to age is a completely fallacious approach to learning.
All that to lead up to my Point #1 for teaching writing:
Point #1: Teach the student how to focus and think logically. This is the background for learning to write a “unified” essay, but a thesis is merely a result of this kind of good thinking. You can do this by helping the student focus on whatever you discuss during the day, not just during school time. Teach the child how to draw logical conclusions from opinions, no matter what the subject.
Next time: Point #2
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Cindy C. Lange, MA