Law school essay review service

It has also been stated that the process of voluntary imi- tation must be both analjrtic and synthetic. Of these two phases of the process, undoubtedly the analysis presents greater difficulties to the child. It is a well known fact that a child can see only the most striking characteristics of any ob- ject, and an attempt to reproduce that object is bound to result only in a line or two which vaguely represent the form as the child sees it. This gives us an important hint on method in teaching writing. The form must be carefully analyzed for the child into its elements.

By drawing attention to the rather minute differences between "a" and "o," for example, the teacher can smooth the path for successful imitation. With- out such previous help, the difference will probably never be perceived in the first place, and certainly never reproduced in the second. It will not do, however, to begin with too large subjects for analysis. Experience shows that a single letter is quite enough.

If the analysis has been carefully done, the synthesis does not offer so much difficulty. Once a child sees the form clearly, it essay writer service review is just a matter of time and practice until he acquires the power to combine the elements of that form in a satisfactory reproduction. Idealistic imitation will become effective only in the later stages of writing. A child who, after learning to write, makes up his mind that he will become as good a writer as his teacher, and with this ideal in view proceeds to improve his work, may be said to be learning through idealistic imitation.

Learning by understanding does not, or rather should not, enter into the teaching of handwriting at all. Any attempt to make writing a reasonable act, or to explain it on logical grounds, is as foolish as to try to teach bicycle riding by a correspondence course in physics. Writing, like all manual acts of skill, is not a matter for reason to deal with at all.

It is naturally and properly learned through imitation, and in no other way. The teacher who attempts to teach it as something to be un- derstood and learned by reason will do nothing but hopelessly confuse both the class and herself. The development of writing implies something more than the acquisition of skill. It law school essay review service is too closely connected with the development of language to be dismissed without an attempt to elucidate the problem from the linguistic standpoint. Oral language is acquired of necessity through imitation which is spontaneous at the beginning and then becomes vol- untary as the attempts to pronounce words become directed consciously towards the acquisition of the correct pronuncia- tion, and as the words become used for securing a desired end rather than for the mere pleasure of producing the sound. Spontaneous imitation of sound begins towards the end of the first year of life. At this early period the child may make every sound in the language. In this way he secures a com- plete or almost complete ability to make any sound he hears. The important thing so far as writing is concerned is that by the time the child commences to learn to write it pos- sesses a fairly extensive vocabulary and auditory and articu- latory word images which have meaning for him.

Consequently these auditory and articulatory images act as cues for writing. One writes while law school essay review service both hearing and speak- ing the words to be written, and invariably in advance of the actual writing.

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This anticipatory writing is a tremendous aid to fluency and speed. The child makes much slower progress in learning visual language even with specific instruction than in learning oral language without any formal instruction and at an earlier age. Visual language is entirely conventional, and is not a natural and instructive form of expression. It is probable that visual language might be learned faster if care were taken in the school room to associate it continu- ally with oral language. When writing the letter "a," for in- stance, or the word "at" the repetition of the sound with each repetition of the form would help to fix firmly the association between the conventional symbol and the sound and meaning, and thus help the auditory and articulatory images to func- tion more quickly and efficiently as cues for writing. In the same way a child should be allowed to speak all the words in every sentence he writes, at least in the initial stages of learn- ing. The beauty of the written product should not be analyzed or emphasized until writing has been well learned. The race, 27 in all arts, first learned how to do a thing, then to admire beauty and grace in the execution or in the product. The aptitude of the child for imitation must be depended upon at first to produce adequate writing, and it is only later, if at all, that it is worth while to attempt to analyze the factors which make writing beautiful, and to lead the child to a conscious attempt to pro- duce beautiful writing. It is extremely doubful whether such an attempt is ever justified. Writing in modern times has a purely utilitarian purpose, so that aesthetic factors count for very little indeed. It is a tool for work, and the less the tool is the subject of conscious thought, the better for the workman. In fact, for the skilled workman the tool becomes just a part of himself, and is used with no consciousness of it at all, the attention law school essay review service being focused upon the result to be achieved and not the means of achieving it. This should be the case with writing, and consequently an effort should be made to have the child learn it with as little consciousness as possible entering into the actual act of writing.

Learning by imitation gives this result, while an analysis of the writing would inevitably lead to the fixing of attention upon it. This would prove to be a continual impediment to the proper use of writing as a means of expressing thought.

This short outline of the relationship of the writing act to the mental and physical development of the child is neces- sarily sketchy and imperfect.

It has merely attempted to bring together the main facts in a very general way, and to clear the path for the more detailed discussions in the follow- ing chapters.

WHEN an adult writes a word, it seems to him a sim- ple, almost instinctive act. Yet it involves the activ- ity of some five hundred muscles, and implies a co- ordination of muscular action which is by no means easy to achieve. It is the aim of the present chapter to analyze this muscular action as fully as can be done in the light of our present knowledge. Careful observation will give us at once an insight into the more obvious of these movements. In grasping the pencil or pen the thumb is opposed to the index and middle fingers, while the third and little finger sup- port the hand as it rests upon the writing surface.

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