Abstract Figuring out how to teach a student who doesn't want to learn is a difficult task. Asking a student to pull ideas from their head and put it down on paper is a daunting request for the most gifted writer when they are first learning to put thoughts on paper. It becomes even more daunting when the student doesn't want to do as directed for one reason or another. That is where the idea of modeled writing comes into play. Creating a template for the student to use allows for more productivity over all as well as less frustration for the student because the expectations are clearly laid out with the content already established. Many of the commonly used methods used today do not work due to the lack of clear guidance. They provide very little for the student when it comes to the development of skills and all expectations are subjective in nature. There is a better way. One is through the use of a template of sorts which creates a greater structure that the student can then build on with immediate success. Literature review Figuring out how to teach a student who either does not want to do what they are being told or has some form of disability is a daunting task for writing teachers everywhere. Dysgraphia is the main area of concern with regards to writing challenge that will be focused on for this paper. Dysgraphia is a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding (orthography, the storing process of written words and processing the letters in those words), and finger sequencing (the movement of muscles required to write). Those with this disability struggle to get the good thoughts in their head down on paper as the disability impairs the speed and accuracy in which data can be recorded. Thoughts come faster than they can be recorded causing frustration and loss of thought. There are a myriad of techniques that can be used to help a student with dysgraphia improve their writing skills. The use of a writing template is an effective way to teach these students. As one who has gone through this process, I can testify personally to the positive experience with the alternative method of writing instruction. I have employed this writing method since I began writing as a third grade student.
Beyond my personal experience, there are many reputable sources that show how and why the use of a templet is effective. Kate Kinsella of San Francisco University, shows that when using a model for writing the student is able to glean more information for the material than otherwise could been achieved by other means. A template gives the student a simple way to take a given
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