Writing analysis paper
My first writing sample is from the Towson University day care center. The child’s name was Zachary and he was in the three-four year old classroom. Unfortunately I do not know the background of Zachary so I am unsure if he comes from multiple language backgrounds. In order to get a writing sample, we created a center with a veterinarian theme. The students were able to check in a stuffed animal and take them to the vet. The children filled out a form stating their pet’s name, and other information about their pet and their illnesses. Zachary was one of the enthusiastic children excited to play at the veterinarian center.
Zachary shows a lot of strength in his writing sample. I believe a major strength of his writing sample is following my instructions and writing on the lines for the most part. When I asked him what his pet’s name was he responded “Footsy!” I then pointed to the line next to “pet’s name” and asked him if he could write his pet’s name on the line. Zachary picked up a pen and wrote to the left of the line. When he was done writing I asked what he had written and he responded, “Footsy!” I pointed to the line next to “owner’s name” and asked him if he could write his name on the line. Zachary picked up a red marker and wrote on the line provided. When he was done writing I asked what he had written and he told me he wrote “Zachary”. Next I asked Zachary what type of animal his pet was and he told me a dog. I pointed to the line next to “type of pet” and asked him if he could write what type of animal Footsy was. Zachary picked up a blue marker and wrote on the line provided. When he was done writing I asked what he had written and he told me he wrote “dog!” I then asked him how old Footsy was and Zachary responded, “4 years old”. I pointed to the line next to “age” and asked if he could write how old his pet was. He then took a grey marker and wrote underneath the correct line above “weight” instead. When he was done writing I asked what he had written and he told me he wrote “four”. He did not specify if it was the word four or the number four. After Zachary wrote when he was instructed, I asked him to tell me what he had written. He always responded with the correct answer of what he was asked to write. I believe a strength of Zachary’s writing sample was for the most part, writing on the line in the correct spot provided. He knew to write on and above the line. I also witnessed him write from left to right when he filled out each section after I prompted him. I believe according to “Spanish Writing development: Ferreiro and Teberosky (1979, 1982)” Zachary’s writing is in level one because it is egocentric. He was thinking of himself while writing. He wrote without thinking of my feelings or desires. He never asked me if it was correct or okay. “First the writing is egocentric. That is, children do not realize that they have a responsibility for writing something that others might be able to read. Sometimes they know what they are writing, but they do not expect other to read it, nor do they expect to be able to read what others write” (Freeman and Freeman, 115). Zachary knew he was writing for an audience because I was the one asking questions and instructing him. I believe he expected that I knew what he was writing because every time he finished writing and I asked him what he had written, he seemed annoyed and pointed to what he had just written inferring that I could read it myself. “Even within Level One, though, children begin to develop a sense of audience and start to expect that others can read what they write” (Freeman and Freeman, 115). I believe another strength of Zachary’s writing sample is his enthusiasm to write. Many of the other children had little or no interest in filling out the piece of paper at the veterinarian. Most children just wanted to play pretend veterinarian and get their pet “fixed”. Zachary...
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