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Why Johnny cannot write

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Johnny is a creative history-author, but it cannot write a test to save its life.
Does this ring rectify for your child or student?

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Johnny is a creative history-author, but it cannot write a test to save its life.
Does this ring rectify for your child or student?

Johnny had a certain good instruction of writing. It can expose the stages of
the process of writing of the posters which it saw in each classroom through
out her years of elementary school. It knows all about the workshop of author
s. It would know what to expect if the professor had written with “authors
of the conferences― or the “answer groups― on the white council like pa
rts of its daily plans of lesson. The booklet of the writing of Johnny is cha
lk completely stories and pieces of imagination of writing in fields sensory/
descriptive or imaginative/narrative of writing. It was encouraged to release
its creator spirit-well who this history which it wrote last year about the
boycott of student of the cafeteria could have been a little too creator for
the tastes of the main thing.

However, if you give to Johnny a message of request of writing, while askin

g him “to compare and contrast the cultural roles of the women in Athens
and Sparta,― the sixth paralysis of writing of category would place surel
y inside. Or worse still, Johnny could begin its test with “it was once i
n a remote ground called Greece, two young women of Athens and Sparta…―
Its difficulties, no doubt, increase if they were a synchronized evaluatio
n.

Unfortunately, the major part of the writing that Johnny will have to achieve
in all its careers of academic and work will not benefit from its experiment
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from history-writing. Instead of that, the majority which Johnny will be nec
essary to compose will be a certain form of writing which informs or convince
s its reader. Moreover, the major part of its writing will be prone to a cert
ain kind of time constraint. Johnny just did not have the instruction and the
practice in this kind of writing. Its professors of university will probably
not give “a blue book to him,― to say to him to write a history of its o
wn choice, and then to turn it inside after multiple revisions when its final
version was published and correctly illustrated.

The students must learn how to write structured tests conceived to inform an
d convince their professors and professors. But how do you transform a creat
ive and nonlinear thinker like Johnny into organized and persuasive author?
To take the mystery out of the tests by replacing the muddling terminology o
f the reports/ratios of thesis, of the matter sentences, the concrete detail
s, and the comment by the simple numerical values which reflect the hierarch
y of the effective structure of test.

For example, to assign one “1― with the strategies of introduction, “
2― with the report/ratio of thesis, “3― with the matter sentence, “
4― with the concrete detail, “5― with the comment, and “6― with t
he strategies of conclusion. To say a student that from the “5― is nece
ssary to support from the “4,― what a supports from the “3― is much
more intuitive-and from the students obtain it!

To teach the structural variety by having students write 3-4-5-4-5 paragraph

s and with 3-4-5-5-4-5-5 paragraphs update them. To make analyze with the st
udents the structure of the texts by numerically coding their book of scienc
e or a leading article of newspaper. To employ this approach to develop sche
duled by writing qualifications, various grammatical structures of incorpora
tion and the structure of the sentence. The edition of teaching of the strat
egies ©2002 Pennington of test provides a systematic program of the instruc
tion of qualifications of test.