SUMMARY AND REFLECTION 4
The chapter describes handwriting, spellings and grammar as propertools in use of language. First and foremost. The sectioncovers the main grammar concepts which areutilized in the parts of speech, capitalization andpunctuation, types of sentences, the parts of sentences which shouldbe adopted in grammar and how the partsshould be used to achieve the best learning outcomes.
Notably, the chapter describes the fivestages of developing spellings in a student (Press& Wolf, 2016). However, it explains into detailshow the development of students in the levels affects theinstructions they are given. It describesthe various examples of how the teacher should be involved to thestudents to increase the ability to construct structures andmanipulate sentences.
Thirdly, the chapter explains particular goals achieved in theinstructions which include handwriting. Italso gives a clear summary of how the teacher should teach studentson having a good writing. The chapterprovides a clear description of the scriptinstructions and how to make the students develop a good handwritingso that they can communicate effectively in their writing. It stateslegibility and fluency as the key essential elements of writing.
The chapter describes grammar as a controversial part of a language,and it causes various disagreements on how it should betaught. However, although the syntax is controversial to someextent, the big percentage states that it is not controversial sincemany of its elements have been discussed and well learned by thestudents. It means that better ways of teaching grammar can beestablished.
Secondly, the chapter describes the five stages which can bedeveloped by a student to have good handwriting. There are variousdevelopments of spellings which have been observed to exist amongstmany students. According to my views, I think the act of a studenthaving the skills of original spellings cannot to a large extent be attributed to thefive stages, but according to the efforts, the individual studentsmake towards the learning of the language. For example, extensivereadings like reading of storybooks.
The other aspect in the chapter is how to improve a student`slanguage through handwriting. For example, the chapter emphasizesthat the legibility and fluency are the key objects in writing.I suggest that for a student to be good in a particular language, hemust have the content and have a comprehensive knowledge of thesubject. It means that for students to be good in language, then theyshould have content and that content will make them have a goodhandwriting hence do well in languages.
The Bible gives adequate explanations abouthow creation was done, but this chapterdoes not provide satisfactoryanswers to thestudent activities towards a particular learning outcome. Forexample, the five stages of spellings. The Bibleshows the order in the story of creationabout planning and order of events this chapter goes contrary sinceit does not give a precise order of theprocedure on how students should be well taught to acquire thenecessary learning outcomes intended. The chapter does not emphasizemore on the order of how the learning activities should occur, anddue to this, it can confuse new students who need to learn the toolsof language. Otherwise, the chapter has the right content and hence Ican recommend it to any student or teacher who needs to gain moreknowledge on the language tools.
Press, O., &Wolf, L. (2016). Usingthe output embedding to improve language models. arXiv preprintarXiv:1608.05859.