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The question is, then, whether the teaching of writing should not take into account the undoubted fact that each individual should have and will have a style peculiar to him, and instead of aiming to produce a uniform style of writing in all pupils, rather aim to improve the individual style of each pupil, per- mitting very wide divergencies. A strong argument for such a method has already been given. People do develop an entirely different hand in many cases after their schooling is finished. Why not permit this to occur earlier, for the very fact that despite all the practice in school, the style of writing will almost at once change after leaving it, shows that the school type was not satisfying to the writer, and, therefore, its practice was largely wasted time. An even stronger argument in favour of the recognition of individuality in writing is the fact that almost every school child develops two styles of writing. The one used in writing exercises, essays and the like, is formal, conventional, and approximates very closely to the copy used in the writing classes.
This private style, so to speak, invariably forms the basis of the style of writing used in adult life. This being true, it is at once obvious why our schools pro- duce so many poor writers and yet spend so much time in teaching the subject. The writing classes recognize and deal only with the formal and unnatural writing which the child will never use in actual life. Consequently, a tremendous pro- 68 portion of the time and effort spent in formal writing classes is absolutely and entirely wasted. But it is only by developing this natural style to its best that we can produce a good, easy, satisfactory hand which can be used in every-day business life. In the teaching of writing, as in any other subject, the best results can be attained only by painstaking study of the aptitudes and peculiarities of the individual writer. To try write my persuasive paper to make all children write an iden- tical hand is as foolish as to expect them all to have identical ability, identical tastes, and identical physical qualities in identical proportions. The instrument most widely used in the teaching of writ- ing to secure uniformity of product is the copy book. The discussion of the use and the abuse of copy in writing classes is, therefore, germane to the present topic. The use of copy- books is based upon the idea that, as nursing essay help writing is learned largely through imitation, the us essay writing services more perfect the copy to be imitated the more perfect will be the imitation. The copy is not produced by the writing move- ment at all, and, therefore, does not suggest it, but rather the slow drawing movement of which the perfect copy is the pro- duct. Further, it is much easier for the child to imitate a essay on the help movement which it sees than to imitate the product of that movement, for the latter imitation implies an excessive power of imagination.
Thorndike, of Columbia University, belongs the credit of being the first educationist to attack this prob- lem. The samples were selected with a view to obtain- ing as wide a range in quality as possible. In ranking these samples, the judges found it impossible to distinguish 1,000 grades of quality, since many specimens were indistinguish- able in merit. It was also discovered that substantially the same average results were obtained by grading the samples into ten or eleven groups a number of times as by grading into twenty.
The judges, therefore, ranked the samples into ten groups attempting to make the differences between the groups all equal.