The art of writing is as old as human race existed on this planet. This art distinguishes from other symbolic communication systems. Although other possible symbolic systems like information signs, painting, maps and mathematics do not require previous knowledge of a spoken language. Writing marks the dividing line between history and prehistory.

When paper was not invented, writing was usually done on any available object like leaves, stones or slabs. The process of digging land for building purposes led to the discovery of ancient artifacts. This revived a new interest as a result during the past in the 18th century.

The basic advantage of writing was that a person could convey his message far away. The early writing was privilege of kings and priests which was also used for propaganda. Kings used to record their victories while ignoring the defeats.

Chinese are credited with the invention of paper in 105 AD. They had guarded their secret for a long time to ensure their monopoly in paper making. However some of their paper makers were captured in a war and the secret was exposed.

The written official history which is centuries old explains that writing was usually done on bamboo and pieces of silk but the materials were not convenient because bamboo was heavy and silk was expensive.

The evidences of writing were also found from ancient pyramids and temples in Egypt. However, the French scholars who were investigating could not understand and were not able to decode the inscribed writings. The importance of ancient treasures could only be guessed by decoding of objects.

Writing has the third rank in importance as a discovery and is just behind the invention of wheel and fire. Writing was certainly like magic for those who had first encountered it as it was initially only limited to face-to-face communication. The Egyptians had learned the art of paper making from Arabs. Paper arrived in North Africa around 1100 AD and arrived in Spain by 1150 AD.

As time passed, the art of paper making also progressed and moved to the east and reached Korea. Mulberry, bamboo, fibers of hemp, rattan, seaweed and rice straw were used to prepare pulp for paper making. The first paper industry was built in Europe.

The development of writing and the process by which they have replaced traditional oral systems of communication has been uneven and slow. Every human community possesses language which is a feature regarded by many as an inborn and defining condition of mankind.

A combination of symbols or letters could express any concept. The invention of alphabets was the next major development after writing and phonetic symbols replaced drawings.

Learn in details the history of paper and also the history of writing.

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An eager teacher stands at the front of the room, brainstorming with students to unlock ideas for writing about a time a wish came true. Students imaginations run wild as they think of wishes that they would love to see come to life. After the board is overflowing with ideas, the students are instructed to begin their compositions. Pencils soar across papers as many students work to get their thoughts written down. As the clock ticks on, many pencils slow down, while others completely stop. Anxiety begins to rise in the classroom as students feel stuck, not knowing what to write next.

“Why aren’t you writing Jake?” the teacher asks. “I have written about how I threw a penny in a well and wished for a dirt bike. Then I wrote all about my wish coming true by finding a dirt bike on my front porch, but now I don’t know what to write,” replies Jake. This is a scenario that is very common in classrooms. Students get to a place in their writing where they have a mental block that causes frustration. They don’t know what to write next. So, how should a teacher handle this problem? Many may think encouraging words might help. Other teachers may remind the student that the clock is ticking and he needs to just write something. Neither of these are effective solutions to helping a student who doesn’t know what to write.

Here is a solution that will bring results: Tell the student what to write. This may seem like it goes against what most teachers believe because it appears as though you are giving the student the answer. Instead of thinking of it as giving an answer, think of it as jump starting his brain. For instance, take Jake’s situation. If the teacher simply says, “Jake, tell me what the dirt bike looks like, where you rode it, tricks you did on the bike, or maybe you rode it on trails through the mud or on a track.” Now the teacher has done something worthwhile. She can walk away and Jake’s pencil will once again fly busily across his paper.

One suggestion or idea can help a stuck student take off once again to complete a composition. Now, some teachers may be thinking, it is not permissible to help students or jumpstart their imagination on a test. While this is true, most students will not need help when it comes to a big test day. If the teacher has done his or her part in giving the students enough practice and instruction, and during these months of practice the teacher has spent a lot of time jumpstarting ideas, then the students have learned how to come up with ideas on their own when they feel stuck. Initially, many students may rely on help, but eventually, students will begin to mimic the way the teacher thinks of new ideas and they will be able to jumpstart their own imaginations without relying on outside assistance.

So, the next time a student says, “I wrote about blowing out my candles and I wished for a little sister. Then I wrote that my mom had a girl, but now I am stuck.” Instead of saying, “Just keep writing; you are doing well,” try saying, “write about what your sister looked like, what it was like to hold her, or what you needed at home to take care of her. Tell about how you played with her or describe her nursery.” This is beneficial information to help a student take off on a composition. Don’t be afraid to tell your students what to write. It will bring them one step closer to being successful writers.

Nikki Snively Swaine is a former elementary classroom teacher, now serving as a writing coach to fourth graders. She holds a Bachelor of Arts Degree from the Stetson University in Elementary Education. She also has earned a Masters of Education degree from University of South Florida, focusing on Educational Leadership. In addition, she holds her reading endorsement for K-12 instruction. Nikki Swaine is an expert on developing writing lessons and has spent ten years developing a writing curriculum. Visit Nikki Swaine’s online writing program at http://www.writebrightstation.com

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All those who know how to write an essay can write a good essay by keeping in mind some of the important points. Writing a good essay requires certain skills that can make your thoughts read and voice heard in a perfect way. The question how to write an essay has a simple answer you need to recollect all the information, format a plan and start writing. The point of your essay must be represented in the very first paragraph.

Writing a good essay requires certain skills that can make your thoughts read and voice heard in a perfect way. The question how to write essay has a simple answer you need to recollect all the information, format a plan and start writing.

1. Lay out a basic outline of what the essay is supposed to do. Ask questions during class to find out if there are any off limits sources. Write down any outlines you were given by the professor, as well as recommendations about what sources are acceptable by that professor. (The sources allowed by one professor may not be allowed by another, treat every class as a unique course with unique demands.)

2. Research the topic, and try to get material that is from established sources (universities, etc.) try not to get too lost in off topic research. When researching for an essay, you do not need to get drawn well off topic into material that you can’t use. Be aware of where the material you are reading is from, as it may be material that sounds perfectly valid, but has no basis in provable fact, or could be from a source that isn’t considered valid by the professor.

3. For all those who are beginning to write essays, there are certain rules or tips that can help them to create a perfect essay. Always include the personal experiences, as the readers are not interested in what happened with your family and friends. Do not make personal attacks, when you are writing on any issue that is related to a particular section never give remarks that can prove to be personal. Always keep your approach universal. Never submit an essay, until and unless you have mercilessly examined the whole essay for mistakes.

4. Now it is time to begin the writing process. Get a pen, some paper, and paper printouts of your sources. The reason to write it in paper form with paper sources is that you can spread the material out on a table, and will allow you to see if one source conflicts with another, if one article states a fact better than another, etc.

5. Draw a simple map that allows you to, at a glance, flow from idea to idea, placing the first idea you want presented in the beginning, and the following ideas placed in the order you’d like them to appear in the essay. This will allow you to see what the progression of the essay will be as you write it. Make it pretty neat because you’ll use it throughout the rest of the essay process.

In addition you should make sure that you use paragraphs and follow the guidelines set out for the use of primary and secondary sources. Most colleges and universities will expect you to reference these correctly and will mark accordingly.

Finally, once the essay is written you should check it completely for any of the above errors. Read it and then ask friends or family members to do the same so that you have a second opinion. You should also check the original essay question to ensure that you have stayed on track and answered it completely.

I am Fred Holt. I graduated (Master of Arts (M.F.A) in Teaching) from Stanford University in 1996 and since then I’ve been privately tutoring students of all ages. After that I started a business with group of five ex-professors having PhDs in their requisite disciplines from well-known Universities. Throughout our illustrious teaching career of 12 years, we have offered our essay writing [http://www.essay-writing-help.com] as senior faculty members and research associates at various IVY LEAGUE UNIVERSITIES.

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The word “metacognition” means to “think about your thinking.” Teachers can use their own metacognition to model how they think when they read for meaning or compose a piece of writing. This strategy is called “thinking out loud” or “think alouds”.

Thinking About Reading

Many children become experts at breaking the reading code and sounding out words. They read the words aloud and appear to be “reading”, but in many cases they are not comprehending the text. Teachers can help students become aware of how good readers read by thinking out loud during reading lessons.

The first step is to choose a piece of text on your student’s reading level. You want to select a piece of text that is one level above their independent reading levels which requires teacher support during reading instruction. This is called their “instructional reading level.” Tell students you are going to read aloud the text while they read along silently in their minds. You can accomplish this by using a big book, placing text on a projection system, writing the text on large chart paper, or giving each student a copy of the text. Explain to students that as you read the text aloud, you will “stop and think out loud” about the text and its’ meaning.

Begin by scanning the piece of text to determine what the text will be about. As a reader, you naturally make predictions about the text and ask relevent questions. As you are thinking out loud about your predictions and questions you will say something like this: “I think this story is going to be about…based on… I wonder if “fill in the blank” will happen… I’m going to read to find out.” During reading stop and think out loud about your prediction. Confirm or adjust your prediction based on what happened in the story and make new predictions. The process of predicting and questioning continues throughout the story.

Thinking out loud about your reading helps students to understand that good readers make meaning with the text when they read. You can teach students different reading strategies and skills by using “think alouds” strategically during lessons.

Thinking About Writing

Composing a piece of writing in front of children helps young writers “see” how writers work through the writing process. Teachers who “think out loud” demonstrate to students how writers make their decisions.

If you are uncomfortable writing in front of your class, you can pre-plan your writing piece before your lesson. The important part of the process is to “show” your students how you think through your piece of writing. In the following writing example the “think aloud” is inside the parenthesis.

(I am going to write a piece about ice cream. I think I will call it “My Favorite Ice Cream”.)

My Favorite Ice Cream

(I want to begin my piece with a “hook”. A hook is an exciting first sentence that makes the reader want to continue reading.) My favorite ice cream is on my shirt. (This sentence should cause the reader to ask, “What happened?”) And my pants. And my shoes. (Sometimes writers break the rules in order to make their writing sound just right. I decided to use sentence fragments and begin the fragments with the word “and” to give the writing a certain sound. Now I will read what I’ve written so far.)

Continue your piece of writing, stopping to “think out loud” about your writing decisions. Reread your piece every once in awhile. Think out loud about any revisions or editing you do during the writing process.

Your “think aloud” lessons should be short and focused. In order to keep your students engaged, keep your lessons at 10 to 15 minutes. Students can internalize the strategies you teach by conducting their own “think alouds” with partners. If you teach a lesson on visualization using a “think aloud”, you can then ask students to read a short piece of text to a partner and “stop and think out loud” about the mental images they make in their minds during the reading process. Allow students to “try it” after you have demonstrated the process several times. Stop by and listen in on your student’s thinking to assess whether or not they are grasping the strategy or skill you’ve taught.

Thinking out loud is a powerful way to teach children to read and write. You are helping your students make meaning while reading and think through the writing process by demonstrating your own thinking. This metacognitive strategy will help your children grow as readers and writers.

Lisa Frase is a National Board Certified Teacher in Literacy. During her 14 year tenure she has earned a Masters in Reading, presented at state and national conferences, and earned the 2006 Texas Council for the Teachers of English Language Arts Elementary Teacher of the Year Award. She continues to teach, write, and maintain a website for teachers packed with free resources at http://www.effectiveteachingsolutions.com

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