Which cognitive (and physical) faculties are involved in a writing process?
I have tried to create a writing process workflow, but I could never make it flow seamlessly. Instead, I have decided that the process of writing isn't as straight-forward as we would like it to be. We use some mental faculties at once, simultaneously, which is probably why most students with dyslexia find it exhausting. There are too many things to think about. However, we all agree that there are certain 'levels' or, for the sake of this metaphor, depths, of the writing process we can differentiate. Students face different challenges in each of these processes. For example, if the task is dictation, the student will have to hear the teacher, and differentiate the sounds, but if the task is to express original ideas, the student will have to listen to his own inner voice, and visualize different concepts. Tell me if you think the poster is missing some important challenges in the various depths of the ocean of writing.
And here is the interactive presentation of all these challenges, coupled with the suggestions of accommodation. Click on FULL SCREEN for best interactive experience.
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AuthorMartina Matejaš is a teacher of English and Yoga. She is keen on understanding the mind-body connection as well as cracking the 'code' of thoughts-emotions-behaviour matrix. Archives
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