18

TEACHING WRITINNG
TO BEGINNERS
Introduction

Is
speech
primary in language, yet it does not under-cstimate the
Though
in a language. In the modern times, writing has got very important
ofwriting
ortance Great works of great men are preserved in writing form.
languagc
field of
the
nlacein of propaganda. Without its writing aspect, a languages
means

one f
the powerfiul
his placein the prescnt day set up.
hold animportant
not
into two aspects i1e., (0) Mechanical Skill, (Gi) Intellectual
witing may be divided
nay

will be influenced by this division

dh In chapter our approach to the problem
ch,
this
In this
Faculy: will be on the first aspect.
the stress
However,
to
the learming of writing English Alphabet, the problem
When an Indian child comes . He
problem has already learnt to write in Devnagri or Gurmukhi
teaching becomes easy
an
of
in some cases the Persian script
which is more artistic than the Roman script.
ipt or
SCnpt

Pre-requisites of Writing
(a) The Choice of Script: Theimmediate problem with which we are faced is
at of chosing thescript for teachingwritingto the beginners. Mainly, we have two
inds ofscrips viz-Print Script and Cursive Writing, thongh there are capital letters
anditalics as well. Besides, we have Marion Richardson 's Script in which all the letters
arenot joined together. This script is also called rounded cursive.
(6) Print Script: In it difierent letters are not joined together. All the printed
material is in this script, that is why it assumes the name of print script. Almost all of us,
pecialy men, write in the cursive manner. Still, there are people who favour the teaching
of print script on the following grounds
) lfwe are to keep the maxim of procceding from 'casy to dificult' in mind, our
choice must fall on the print script which is easier than the cursive one.
Gi) This is the kind of script which a learner finds in his day-to-day life while reading
books.
(un)This facilitates the work of teaching writing because other senses which are
Used for teaching reading also prove useful though in an indirect manner.
f beauty and cleanliness are the requirements of a good handwriting,. these are
to be found in it.
Uhnecessary strokes for joining the different letters in cursive writing are also
eliminated.
fh iandbook of Suggestions for Teachers recommends that "in the begnning,
OIS used should resemble those they (the pupils) have been accustomcu
h print.

187
 LATESTTRENDS IN TEACHING ENGLI TEAG

188
e
There are disadvantapee of the prin
b et a r

of the picture.
the other side
But, here is also follows
d o e s

prece
These are as on print script ete
script, too.
the British Board
of E d u c a t i o n states "The
pamphlet issued by cursive handw dwriting i.e. facile
) A
the
individual with
a final
the time shond. and
end is to equip writing ultimatcly,
end is to teach cursive
legible. "Ifour script. move

wasted in teaching the print which is one of the essent:,

the way of speed ot its o

sort of hindrance in
i) It proves a SIX gr
(in) good
Whenhandwriting.
the pupils are to switch over to cursive script, they find difficulty in.
case of

on forever.
This generally happens in tho.
so and thus the print
script goes (1
Women.
handWriting to some extent, but the tim (i
improves and
(iv) It is true that print scriptmuch more than the benefit derived (iV
over it are
energy spent In different
Cursive Writing: This is also known as running writing. it tters
(c) are to adopt in their later li (Vi
curves etc. This
is the style which the pupils
are joined by rhythmic and uniform in style. In brief it
This kind of writing is natural, speedy, stroke
without the limitations of print script.
in favour of and against both the kinde at
When we have discussed the points
that in drawbacks, the print script is recommen
spite ofits de
writing, we must conclude Modern methods of teaching favour it, So. we
for the first two years of teaching writing.
should start writing with the print script and when the pupils are able to change over to
cursive writing after two years or so, they must do so.
The Choice of Style : (a) The next question to be discussed is regardingthe
selection of style. There is a controversy between vertica! and slanted style. Though we follov
may recommend vertical style for the students, yet this should not be taken as a rigi
principle. Individual interest may be regarded as the main factor. Slanted style has two
kinds of slants. Backward slant () and forward slant (). Backward slant may not be
encouraged because it hinders the speed. If the pupil is to have a slant in his or her style
that must be forward slant. The main thing to be taken into account is that thereshoud
not be two kinds of style. Uniformity in style should be maintained. If there are afev
students who write with left hand due to some innate factor, they must not be laughedan
(6) The Choice of Material: The choice of material is equally important n t
mechanics of writing. At first, the movements of the arms should be regulated and
initial stages, the work of in the-
writing should begin with strokes, lines, curves, cire and
dots etc. If possible, the
on the sand.
early lessons of the child should begin with his finger-mo sare ements
these
Writing on a rough surface will bring those hich
regulated
indispensable here. Writing on the blackboard with coloured chalks the movements
very useful. by pupa
are su
() Right Posture: Right is
position of the body, arm, head,posture an essential of
pen and paper etc. The
writing. Posturesitcomp
upright an
studer
child should
squarely on the seat. His head should be held so that e
a
awayfran

the paper. Other his are about a foot

abouta
instructions regarding it may be given byeyestheareteacher ivens
m et ot i m e

When iro The it

Should Writing be Taught ? pupi
Some educationists believe
that the child should
be taught wntngion
a modls
learnt how to read. Others, howeve,
believe that the related arts of exp
 BEGINNERS 189
ING
WRITINGTO
TEACHING
lase relationship. No doubt, reading and writing are two separate skills. It
taught
in c
heloful to teach both the skills together. The easier i.e. reading should
helpful
be appear

esnot ficult i.e.

ditlicult
i.e. w
writing.
r
the
precede How Should Writing be Taught ?

ne movements of the arms of the pupils get first priority here. The minute
the wrist come
of
movementsofthe grouping of letters according to their shape has
later. The
Freeman, in Teaching of Handwriting", recommends
the following
place.
itsown
sixgroups
w,
) 1, ,
v,X,
(i) n,m,
(in) a, e,0,,
(v) S,
(v) d,p, 9.
f.
(vi) 1, b, h, k, j, g. y, z, the
Alice E. Stephens has Suggestes the following groups: First group involves
to bottom: 1, u, t, p, w, V, m, n, r,
strokefrom top
Secondgroup implies a round stroke as 0, a, d, c, C, q,
Third group includes loops as b, f,g, y, h, j, k, 1, z,
Fourth group is as under s, X,

Capital letters are to be taught after all the small letters have been learnt.
Grouping of capital letters also proves uscful. Prof. E. G. French suggests the
following groups
Round Capitals-(each filling one circle)
0,Q.C, G, D
Square Capitals-(each filling one square)
H,N, M, T,Z, A, X, U, V, w.
Halfsquare Capitals (each filling halfa square)
FE L, K,Y, I,J.
Half circle S, P, B, R.
All these groups have been suggested as a guide-line. No rigidity is to be observed
n these groups. The teache, for his or her convenience can modify or improve upon
these groups.
Different Stages of Teaching Writing
L. Morrissuggests seven stages of developing the mechanics of writing/ These
are summed up here
The Preliminary Stage: The preliminary stage consists of training given to
ents for the formation of letters. At this stage transcription holds a distinct position.
) The Second Stage: Sentence Construction Now the students should be
TSuch
The i training as will stand them mgood stead while they want to frame sentences.
s of vocabulary chiefly used therein should be based on the readers of the
pupils. Mr. Morris bserves, "The first step towards sentence
a
position is simply
modif
aiion of transcription. "
A few exercises, for example, are given below
 IN TEACHING ENGLISL
190 LATEST TRENDS

1. Completing sentences with given words:

This is my. pen-book)
2. Conversion of sentences
This is my pen. These are my pens.
your
pencils.
This is your pencil. These are

I am reading. I am not reading.

I am playing. I was playing. students are able to

By this timethe
3. Ihe Third Stage: Answering
Ouestions:
questions
be
s h o u l d be of a uniform type,
first
frame patterns for simple answers. "Theexercise. "(I. Morris)
e.g.,

n a m o d e l answer at the
headof the
Q. What is this ?
A. This is a pen.
Q. What is that ?
A. That is a book. the students are akle
Writing : At this stage,
Continuous practice în continúoue
4. The Fourth Stage : they should be given
sentences) So, or anecdote which
to write a few simple story, an incident,
write out a simple
composition by getting
them to The man errors committed
tt
work before hand.
rehearsal in oral
has been given through These should be
removed.
students be that of grammar.
by the may
Short Summaries: After
practising contimmoue
us
Stage: Preparing
5. The Fifth familiar with simple
devices of arrangino
sometime, the pupils become
of short summaries of the read material
writing for
sets of sentences. Preparation
material in proper and writing. Prof. Morris
in improving their understanding
will prove a great help as it supplies the matter and
an excellent
introduction to free expression
opines, "T is
on form.
allo ws the pupil to concentrate
much ofthe vocabulary and
etc.: Here, much more free hand
6. The Sixth Stage : Writing out given story
a
to express themselves on the topics
is given to the students. They should be prepared
teacher in the class room.
related to their life or dealt with by the
7. The Seventh Stage: Free Composition on Set Subjects: Free compositionis
a diflicult excrcise. It should begin 'in the higher classes, as French suggests. 1his
stage corresponds with the high school or secondary stage. Now the students are prepared
for writing on set subjects. But many efforts of the students end in a smoke where the
teachers are not guiding properly and do not take pains in correcting the mistakes of the
pupils. F. G. French gives caution regarding it in these words, "Very greal car
b
necessary in the higher classes where free 'composition begins, because the pupil
forced first to think of ideas, and this he can do only in his own language
In a free composition, the teacher gives only the title and it is for the student
decide on the should include and their arrangement and
facts he SOme

expression
the
logical sequence. In the words of Geoffrey Broughton and others, "Generaue
controlled stage concerns itself with the production of accurate
guided stage with the organisation of material which is given, language
in
and the freecostag h WIth

the production by the student of both content and language."

Roughly speaking, the above stages may not be totally observed asrigid rules.B
these will prove advantagcous lor the teachers rigia
as well as pupils.
 NG WRITING TO TO BEGINNERS
EACHING Considerations for Teaching Writing
G e n e r a lC o n s i d e r a t i o
191
Inorderto make writing a success, the teacher should kocp in mind the following

o r t a n tp o i n t s

acher'sT ht
e
handwriting should be good. Good and beautiful
eacher
own

Theethe pupils to acquire good handwriting.

inspiresthe handwriting
should be very carcful while planning
0 )Theteache
cher
pro-writing exercises.
the
ening the
beginning pupils should write small words with
the help of simple
Inthe It is not nccessary that the teacher
(ii) l e t t e r s o f 'a l p h a b should teach the whole
from a to z serially
alphabet
in) Blackboard can be ofimmense help in teaching writing. The teacher should try
n)Bla
) blackboard demonstration. Writing is taught best,
maximum of
1o
to
have say
and Wyatt, by demonstration on the blackboard. It should be
mpson taught
focussing the attention of the class on the blackboard, on which a movement
by
is describ step by step. True demonstration and observation go together.
ation and initation, also, should go together. Corrections should also
Observ
on the blackboard.
demonstrated
Nalcbooks for writing in the beginning should be selected properly. Four lined
(v) Notcbooks
the pupils a great lot. The teacher should watch the students
notcbooks can help
noteb

are writing in their notcbooks.

properly when they
u Early writing should
start with the use of pencil. It will help the pupils to write
later on
in agood way. The tountain pens can be used
able to write the various letters in a proper way, they
vin When the students are
should be directed towards the graded exercises in
composition.
course are to train the students in expressing himself
d So, our aims of a wriing informatio
That is to say, "he must be taught to present his
efctively in good English. that an informal friendly letter or a matter
d acceptable for the occasion, be
in a format In
teacher or an article for publication."
S business communication, a report to the
od-fact and suit the matter that is
the used by him should be good and effective,
short, language
it is composed.
1
conveyed as well as the occasion for which
1S
Good Handwriting
ed education. But
requirements of sound
he GOOd handwriting is one of the basic points
the evil days. Prof. D.S. Gordon rightly wilth a
is
nOwadays is a lost art.
it It has fallen on
is connected in any
way
0ut,"No body seems to thinkthat good
a handwriting
factor. But in
modern
| is
SOund education" taken care was
men have
ofthis have
In former days great attention. It is said that great
imes, handwriting has not been paid proper and hence
no
attention

wants to be great
to n
gnerallybad
eraly bad
handwriting, Perhaps every-body handwriting
even a

to it. But importance of

DIme

the
paid
paid to we
underestimate the
must not careless
man.
Mahatama

careiesgood
odem times. Aman with bad handwriting is consideredtobeasays e a
the that
ndhi He
importance ofhandwriting.
Sa nghtly emphasised the
with

neces part of education.

Bul
 TRENDS IN
192 LATEST
TEACHING ENGLISH
Essentials of Good Handwriting
essentials offour cssentiale
four
ne 1927 edition of Handbook of Suggestions names
formity. However, few good
handwriting, distinctiveness, simplicity, spacing
more
features may also be added should Ihave a
1. This m e a n s
"each letter characteristic form of
Distinctiveness: or have
resemblance with
distorted
uS
OWnThe letters should not be man or
"Illegible handwriting ayoung
in
Mr. Bell says,
on
oman is
2. Legibility:
mind" Legibility
becomes anot
another requirementof
a sig of an untidy and careless
good handwriting. handwTiting mplies,Lhat there should not
of any
3. Simplicity: Simplicity
unnecessary ornamentation wTILINg
in
Proper
ofa good handwriting.
snan

another factor
4. Spacing: Spacing is f great necessity ween
lines in a page is ofg
the
in a line and
letters in a word, the words index ot character, individualitv
is the the
5. Uniformity: If handwriting he.
crushed. However, only one kind of slant should be permitted.
individual must not be removed.
etc. should be carefully
The uneven strokes \//\
fundamental necesity of handwriting. Prof
6. Speed: Speed is another reavon ble
should not be laboured but done at a
out that "he writing
Frisby points
But only practice can help here.
speed."
7.Attractiveness: Ifalong with above mentioned essentials handwritino hae keauty
and grace, it proves to be a great asset to the person who has these qualities In brief,
to make handwriting
attractive.
qualities enumerated above go
Howto Improve Handwriting?
good handwriting
Thefollowing suggestions will help the pupils acquire
to a

the four-lined notebooks.

(a) The beginning is to be made with
Later on, we can make use
(6) In the beginning, pencil should be used for writing.
of the pen.
(c) Calligraphy notebooks should be used. The teacher is to guide the pupils to
Write correctly
(d) Blackboard demonstrations should be properly planned and executed
(e) Competitions for good handwriting should be held.
) There should be charts of good handwriting in the class room. This will inspire
others for writing in a good way
(8) Bad handwriting can be checked if the pupils are paid individual attention.

Exercises in Writing
"The writing exercise" says French, "has a powerfulefect on the childs.mind

andprovides a very good way offixing vocabulary, spelling andpatterns of a n kina

The following exercises can also prove useful in improving wTiting n e highar
stages
) Transcription: Transcription implies copying the material fromthe blackboard

or books. It is a simple exercise and can nAngb

be used for practice in handwriting. Au lathe

use of it is that through it we can familharise the pupils with the common uSug
EACHNGVWRITING ro BEGINNER
193
employed for simpi sentenco-patterns but later on
ngil
should.

for the purpose indicated above.

pieces having
hgnnig c a n
given
beg
: Dictation held the stage of teaching with revercnce in the past. It
could betaught through it. But with the
(s i )
Dictation
tyle

d
pellings passage of time, a
the views regardingthe utility of dictation.
a sl h o u g ht
t h a t

cp
r
ine e p
And in the modern
began
lo
come to know that spellings cannot be taught through dictation. Mr.
ctation does not and cannot and never has
Weh a v e c
c h a n g e

ghtly says, "Dicta

T o m k i n s o nr i g h t l y

i n c s
taught
e cannot expect from the pupils to rite correctly when he docs
grelings bBesides.

W o r d

k n o w
a
modern researches have shown that dictation can be used for
not
However,the
ait oflistenin
listening carefully and producing faithfully what the pupils have
habit of
eloping
the
tudents
iin the stuc the combination of specd, accuracy and beauty in
promotes
promotes

to. lt e comprehension of the languag

fistened

( i i )T r a n s l a t i o n
Translation is another exercise in writing for the students of
highclasses. S o eople are deadly against use of translation in the teaching of a
h olassee like English. BBut the fact is that we have objection to the translation
1ike English.
language
[oreign t to translation as an important art. This art can be useful only if the
franslation
not to
methodand command over both the languages. "Translation, according to
has enough
always be limited to single words and should never be used for
i r a n s l a t o r

"should
French,
because ofthe importance ofpractising the English, and not the
sentencesorphrases
e r n a c u l a rp a l l e r n s , "

English Spelling
is
the editor ofThe Times of India observed, "The student embarrassed to
Once
r in harassed and is harassed to find that there are two 'r's in
fnd that there is one
embarassed'. Max Mullar, the famous German linguist, is reported to have said that
Enghish spelling is a national mis-fortune to England and an International misfortune
1o the rest of the world.
Such are the compliments paid to the English spelling system. It goes without
saying that English spelling is iregular, irational and illogical. There is no reason or
tyme in it The reason is obvious. The spirit of Conservatism in the English has crept in
har, o. English spelling became conventionally fixed in the fiftcenth century. Since
ten English pronmunciation went on changing but English spclling could not keep pace
wth it.
AFew Peculiarities
of Modern English Spelling
Modern English spelling has become a strange muddle. There are manypeculiaritic
ntAfew examples are as follows .
1.One Lette
er different Sounds: We have many examples ofthe
nglish alphabet stands for more than one sound, For example,
fact where onG
arden',
c' sound
'gem,
in city
a

n cat. The sound of's' in this', 'these 'sugar, 'g n galrt

n'oar, came', 'call", 'calm',
Dne etc. of For ways.

Kamyle Sound different

number
in a
le Spellings: One sound is spelt
esound is spelt as say, break, eight, gauge, prey. instance, 1
in
3.Silent Letters Many letters remain silent in words. For certain
walk, k in know
Ow, knife, 'b' in doubt, and so
 LATEST TRENDS IN TEACHING

many worde i
ACHING ENGLISH
194
different
Spellings:
T h e r e are

lings, c.g., cite, site, English languagg

sightbut-pronounce
Sound spellin
4. Same sound but
different

have the s a m e having identical sounds

ha
where we

/sait/ Rays,
raise, raize,
(reiz).
Here

homophones.
we were
aifcren
as
called
spellings
which are
to establish fact that
the fact that English
The above
mentioned

inconsistent and irregular.

examples go
spelling js
the Spellig System?
How to Improve
apatibilities in English spell
Kecping in view the
above cited
incompat
them. George Bernard
Shaw a sum le
left ellings, ma
have been made to improve
retorm but it could not achieve of mon
hould have
a
attempts s it
of spell1ng
will for the purpose
in his reform andthey
have achieve
after the spelling
However, the Americans
are a lot.
to overhaul the entire spelling system of t
made
One of the suggestions should correspond with ishi
basis 1.e. one phoneme
that it should have phonemic
Limitations
that language changes.
it Will go on
Occurring in the f
. We know the fact the spellings. The result Wou
pronunciation which will, in turn, infuence be
that afler fifty years or so, the prosent printed material will become out
lated
keep link with the glories of literature of the na
2. We shall not be able to our
past
These new spellings will not enable the people to enjoy Chaucer, Shakese
Milton, Dickens or Thackeray, Besides, new dictionaries have to be devised t

meet the demands of the present generation.

3. Moreover, there is such a variety ot pronunciation ot English as dismisses this
suggestion altogether. One word is pronounced in ditferent ways in diferet
countries and the pronunciation of these countries is also intelligible. We have
American pronunciation and even in England, there are variations in
pronunciation which are very beautifully recorded by Dr. Daniel Jones, eg
Class-is (Kl as) in Britain but (Klæs) in America, same is the case with Past
Thus, we find that it is very difficult to have phonemic spelling system.
But in spite of these diff+iculties, we should not give way to despair as Dr. CC
Fries points out, "Modern English spelling is not so chaotic that we must abandon is
Se in the beginning stages, (learning to read). English spelling is phonemicaly basea
Basic Spelling Patterns of English: The
foregoing discussion clearly
cstablist
the proposition that English
spelling should not be dealt with by trying to match ina vidual
sound. We should have a full
picture of the word in our brain as it is spelled ana S
correspond to its pronunciation.
Commenting on the present patterns of English ares

"The basic spelling patterns spelling, Prof. C.C. Frieso

of English consists ofone syllable words spellea resulary
with one of the five vowel letlers and a final consonant letter or letters, and i mo
instances also in initial consonant letter or lett-ers, e.g. at, it, an, ask, end, met, ma
spendetc. The vowel lefters in this set of patterns do have a mdence

withvowel phonemes. Thousands of one forr one

one correspor
corn ellin
pelling
English words appear with this set of
patterns.
 EACHNG
WR NGWRITINVG

Teaching of Spelling

one's words orrectly is no great achicvement but to be a bad

one's words cor
on
spell

ible. Correct spelling i5sometimes regarded as unimportant in the

able
to

peller1she
teprchens all that matters, itis argued, is the matter and style of composition.
T ob e .

that
all
conposlion,
sa
mistake
dof arises, "Should spelling betaught7
aris
"Spelling is caught rather
question

he Teaching
the
W.S. Tomkinson,
in of English." The researches of
than
tinuglht
Non,
"says
pedagogy ofspelling ledhim to conclude that all the time devoted to
Rice
into
lling
spelling
beyond a certain maximum of fifteen minutes a day is a shcer
of
IM.

t.
1 e a c h i n g
effort
and

fime
he of
he above quoted t i m e

authorities favour no teaching of spelling, yet so far as

Thought h e .

in India is concerned, we must have some suggestions for the

ste

ofEnglish
aolish in
s.
uhe
teach

eanchungo t
s p e l l i n g .

into the knowledge of the pupils of the high

rules may be brought
R u l e s

following
The

c l

sS
a s s e s

ofone syllable
ends in a consonant preceded by a single vowel, the end
word
fa
doubled
1. cOnsonantis do
doubled when extended, e.g. pin-pinned, tip-tipped, drop-dropped.
onant is
ends in a consonant sound preceded either by /i:/ or any
word ofone syllable
a

diphthong, the end

consonant remains single when extended, c.g. peel-peeled

represented by more than one consonant letters like th,

peep-peeping.

consonant
sound
3. Single in writing.
etc. are not doubled
sh, ch, ck, gh, are extended
when it is at the end ofsomewords, is dropped ifthe words
Silent 'e'
(move-moving love-loving) able (admire
adding such syllables as-ing
by However,wedo
(explore-exploration)-ous (fame-famous.)
admirable)-ation
not drop 'e when
we add syllables
like "ful (care-carcful) 'ment' (improve-
improvement, move-movement).
by the teachers through their
In the same manner a few rules may be deduced

eforts
Spelling Games the
we apply them to
always methods prove usefül and interesting when
Play-way
below :
Rchung of spellings. A few games are given
blackboard and asks the
The teacher writes a word on the
. Word Building: letters of that word as possible.
For example
S 1 make as
many words out of the
TEACHER, "Teach, tea, each, ache- and so on. are faced
In the be employed and the students
with a
higher lasses, the same ame can

more words
out of the
same word

healthy mpetition of making more and

xample,
art reach
care
ate teach
hear
are earth
cart
on.
tea there, and so
196 LATEST TREND
TEACHING ENGL IN

2.Find Letter : Here the class is divided into twO groups. A student of pro.
2. is
L. speaks a word, the student of group No. 2, to find a word
beginning with theoup No.
letter of the first word. For example,
ending
Group I Student-No. 2 teacher
I Reach-No. 2 Hear.
on. When a group 1ails to ive word,
give word, the
they lose
ln this manner the things go one
mark.
to find out
the words ending with the letto
letters mentioned
3. The teacher asks the class
teacher etc.
by him. For instance, er-player, speaker
with teacher s own cfforts. Above.
The number of games can be multiplied names may be given-Preparino. Above mentioned
A few
games have been given for guidance.
way. For example,
clling
book, Writing the words in special
Believe BeliEVE

A Few More Ways for Improving Spellings

1. A chart of commonly mis-spelt
words should be hung in the class room
2. Transcription from the text
can also
prove helpful.
3. Dictation, though not fully uscful 1or teaching spelling, still has its placetherein.
4. The teacher should take more care of removing the common errors of the pupils
in spelling while paying individual attention.
In short, the above cnumerated points can help the poor speller. Drilling the spellings
of the new words will also prove helpful to him. Removing the mistakes in spellines
needs constant cfforts on the part of both the teacher and the taught. Above all the
teacher must make the students conscious of the importance of correct spellings. Prof.
H.R. Bhatia rightly remarks, "To spell one s word correctly is a part of the courtesy
dhue to the person who is to read what is written, and the absence
lack of good education and
ofit is considered a
respectability
QUESTIONS AND ASSIGNMENTS
1. What are the
pre-requisites of writing?
2. What do
you understand by the choice of
to the
pupils in the script ? Which script should be taught
3. What do you
beginning?
understand by the choice of
4. When and how should style and the choice of material
we start the
5. What are the
different stages of
teaching of
writing '?
6. What are
the teaching
general considerations whichwriting?
the
teaching of writing ? vou will ing
7.
keep in mind w
What are the
essentials of good
8.
Enumerate few exercises handwriting?
a
9. What are the which you will use for
the chief characteristics teaching wi
teaching writing.
beginners to write
more
of good
handwriting? How you help
10.
"English spelling 15 beautifully ? Give
11. How will iTegular, suggestions.
you teach English irrational and illogical.
spelling to Discus
your students?