Every child has a unique ability to express themselves from the early age of scribbling to the sophisticated work of a college graduate. In most cases, it is our natural instinct to draw; therefore children need to implement drawing into their coursework to be successful in their writing. There is a large time of growth and development throughout those years, and there is a process in which we go from the scribbles to the one hundred page thesis paper. But, how do we get to that stage? How do we improve and turn what we feel is non-sense into written words on a page? "Writing is a difficult and demanding task that many children find difficult to master. This observation is supported by data from the National Assessment of Educational Progress (Persky, Daane, & Jin, 2003). Three out of every four 4th-, 8th-, and 12th-grade students achieve only partial mastery of the writing skills and knowledge they need at their respective grade levels" (Lienemann, Graham, Leader-Janssen, and Reid). Because of disparity of writers, we need to find ways to help the ever evolving process to writing. Drawing can be used as a launching pad for the improvement of children's writing to enhance communication, organization, inspiration for ideas, and the aid of special needs students.
[...] There may come a point where drawing is no long necessary as a pre-writing activity; however, as children begin the early writing stages, drawing can be used to encourage confidence and skills. Writing and drawing are common tools of expressing our ideas, emotions, and desires. Pairing them together seems to be the most effective way in helping students to achieve their best writing. WORKS CITED Caldwell, Helen, and Blaine H. Moore. Art of Writing: Drawing as Preparation forNarrative Writing in the Primary Grades. [...]
[...] In fact, when asked to write a letter or write to help them remember something later, many children used drawing or a mix of both writing and drawing to convey the message.” (Steffanie and Selvester). This progression series of drawing scribbles to the formation of letters and words is a complex one. The abilities to write and to read depend upon core skills including the ability to pay attention, extract information, communicate ideas and emotions clearly, and to use both words and images (Sheridan). [...]
[...] “Early in the year students produce more pictures than words, but by the end of the year, they progress to add more detail in their writing.” (Winkler) Within her classroom, the main use of drawing in their writing is a “quick draw”. It is required that they have no stick people; however, they must limit their times on their drawings. This process helps them get their thoughts out in the open for them to see as they write. When children from Winkler's class were asked how they thought drawing influenced their writing all but one had positive feedback. [...]
[...] As seen by evidence from previous statements drawing proves to be very beneficial to the writing process of children within the primary grades. Younger children often “link writing and drawing as a means of expression” (Marilyn Joshua). When children come into elementary school, especially at the age of five, their idea of expressing their world is through drawing. As these children start to begin the writing process, it is in their nature to convey their ideas through pictures. can't think of a story!” is a phrase that teachers hear every so often. [...]
[...] By taking something familiar to them, such as drawing and integrating it within their writing process really gives them a desire to learn or write. As stated before, everyone can draw. As Sidelnick and Svoboda states, “Artistic expression enables students with special needs to translate what they know and perceive into another medium or modality so they can express their meaning.” This way, students with special needs will be motivated to learn how to write. Also, “with the inclusion of art and drawing, academic assignments no longer hold the threat of potential failure and shame. [...]
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