The purposes of language are social.
Writing has an audience and purpose.
Written context can be described as: Field, Tenor & Mode (refer to Glossary for explanations).
Writing was developed not to duplicate speech; however, to carry out new functions that evolved as cultures evolved. Writing has bought language into consciousness in a new way; thus, learning to read and write makes it possible for children to reflect on language in the process of learning.
Written language evolved from pictures to alphabet. For example, Aboriginal cultures in Australia were expressed in rock art. These images were used as a written form of communication in a social context. Such images communicated a story and could be interpreted to take the meaning of more than one word or phrase in todays' language. Another example of this is the Chinese written language where one pictogram or symbol is intended to represent a whole word.
Today, we use a variety of pictograms to convey written meaning. Some of the most recognizable used internationally are the airport sign, road traffic signs and computer icons such as for internet explorer or a folder. Technology is providing a rich source for reading and writing. "Technology for technology's sake may not improve a students writing; however, if used correctly, it may enhance writing and even make certain stages of the writing process (such as drafting, editing and prparing the final product) easier, more interesting and ultimately more satisfying. The end result may even be better" (Winch et al., p. 254).
REMEMBER: The piece of writing is the end product, not the technology.
Writing can collect and store ideas or tell stories. Word processing & technology can stimulate writing. Every person or child is an artist. Writing is a creative process integrated to learning. Feelings and emotions can drive writing. Writing provides an opportunity for deeper thinking.
Writing has an audience and purpose.
Written context can be described as: Field, Tenor & Mode (refer to Glossary for explanations).
Writing was developed not to duplicate speech; however, to carry out new functions that evolved as cultures evolved. Writing has bought language into consciousness in a new way; thus, learning to read and write makes it possible for children to reflect on language in the process of learning.
Written language evolved from pictures to alphabet. For example, Aboriginal cultures in Australia were expressed in rock art. These images were used as a written form of communication in a social context. Such images communicated a story and could be interpreted to take the meaning of more than one word or phrase in todays' language. Another example of this is the Chinese written language where one pictogram or symbol is intended to represent a whole word.
Today, we use a variety of pictograms to convey written meaning. Some of the most recognizable used internationally are the airport sign, road traffic signs and computer icons such as for internet explorer or a folder. Technology is providing a rich source for reading and writing. "Technology for technology's sake may not improve a students writing; however, if used correctly, it may enhance writing and even make certain stages of the writing process (such as drafting, editing and prparing the final product) easier, more interesting and ultimately more satisfying. The end result may even be better" (Winch et al., p. 254).
REMEMBER: The piece of writing is the end product, not the technology.
Writing can collect and store ideas or tell stories. Word processing & technology can stimulate writing. Every person or child is an artist. Writing is a creative process integrated to learning. Feelings and emotions can drive writing. Writing provides an opportunity for deeper thinking.
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