Visually Impaired Resource Guide Writing Grade Four to Seven

In this grade range students learn to write a first copy of their work and then review it for errors before writing a final copy. Students think about the relationship between what they are writing, who they are writing for, and the best way of presenting the information.

Each device discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best for them in any given situation.

It is important that students have a writing tool that allows them to review all aspects of their writing in order to make corrections or revisions. Braille is more desirable than speech to accomplish this task. Tactile braille provides immediate feedback on spelling, punctuation and grammar as well as the flow and content of the student's writing. While it might be possible to review all of these important aspects using a speech device, access to braille will allow the student to develop better writing skills.

The writing tools that will most efficiently accommodate the review and revision necessary at this level of writing are those which use refreshable braille (e.g. Braille Lite ), a speech device connected to a braille embosser (Braille 'n Speak 640), or a computer with screen review program [refer to the Vision Resource Teacher in your area for further information] . A writing tool should connect to an ink printer so that teachers and peers can have access to the student's writing.

Why We Write

• Show an increasing awareness and consideration of audiences for their writing, both within the classroom (teacher and other students) and outside the classroom (parents and friends)
• Write for a variety of purposes, such as sharing ideas, to help themselves understand and remember information, to get what they want or to persuade someone to agree with them.

Writing for a variety of purposes requires different skills. The hardware and access may be different, depending on the task or need. For example, a braille entry device may be most expedient for note-taking, while a computer connected to a braille embosser may be most effective for understanding different rhyme schemes in a poetry study. Students also require access to an ink printer so that their writing can be part of the larger group process, for sharing and for evaluation.

What We Write About

• Present ideas in a clear, simple and direct way
• Use variety of sources for ideas, such as books, fiends, experiences, imagination
• Show evidence of abstract thought and generalization
• Learn to revise writing to organize and elaborate ideas and to clarify meaning

The curriculum requires the student to have access to a variety of sources. While every effort should be made to provide these sources in braille, not all material will be readily available in this format. Other methods which provide access to a variety of materials include the use of "tape recorders" (for taped books), "scanners" with speech (for access to speech), speech software (for eText) and access to the Internet.

Learning to revise writing for elaboration and clarity is most efficiently done with writing tools that provide or allow for the easy insertion and deletion of text. Most electronic reading/writing devices for braille using students will support this feature.

Style

• Show increasing ability to use words with precision, including descriptive language such as similes, metaphors and synonyms
• Attempt to make sentences, paragraphs or sections work together
• Use some specialized language when writing about research or technical topics
• Begin to write more complex sentences

Using words with precision including similes, metaphors and synonyms can be facilitated by the use of an electronic dictionary and/or thesaurus. These are available in both paper and electronic formats (The Speaking Language Master (Special Edition), "CD ROM", and on disk). Paper braille can be cumbersome, however, it is more physically sequential and concrete. It also reinforces alphabetical order formats which are taught and used in this grade range. Electronic format while more abstract, is compact and allows the student to easily search for and locate information.

Making sentences, paragraphs and sections work together can be facilitated by producing braille copies of rough drafts. Revision may be easier if the document is read as a whole with a tactile beginning and end. Therefore access to a braille embosser is necessary for this part of the writing process.

How Letters Make Words (Form)

• Show clear form and follow the rules for forms of writing that have been taught (e.g., specific types of poetry such as haiku or research reports)
• Make smooth transitions form one idea to another
• Use paragraphs appropriately in longer pieces of writing

In order to show clear form and follow the rules for different forms of writing, the student must be exposed to them in braille. Formatting and the conventions used when writing are best learned through example. Word processing programs that insert the desired body or heading style through keyboard commands are easiest to produce, however, they may cause the student to forget the braille formatting rules that he or she has learned.

Spelling, Grammar and Punctuation

• Follow basic rules for sentence structure, although sentences may still contain errors in the use of pronouns or modifiers
• Proofread drafts of work to identify and correct errors in spelling, punctuation and sentence structure
• Know an increasing number of rules for standard spelling
• Begin to edit work independently

The nature of the braille code poses unique challenges for reading and writing. Its emphasis on shortening and abbreviating words has a direct impact on the student's ability to spell words correctly. Since the student rarely reads words exactly as they are spelled, it is not uncommon for there to be numerous spelling errors. Braille entry devices perpetuate spelling difficulties in that the student also writes shortened and abbreviated words. The regular keyboard can be a useful tool in the practice of correct spelling.

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