Fluency In My Writing Style

Writing is an essential skill that students will use and apply for the rest of their lives. Teaching students to become strong writers is a daily task and involves writing more than just an essay. Research indicates that by the middle school level students should be writing at least 60 minutes a day. A practice of daily writing helps build writing fluency that transcends across the curriculum. However, this can be a daunting task especially when students don’t like to write. In a time when writing is essential to the curriculum, how do we build a community of lifelong writers? (Especially when we are in the age of standardized testing that limits what and how students are being taught writing.) Many experts state that daily writing in

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Writing was never a known weakness of mine. However, I could never confidently call it a strength. Throughout the course of this semester, my writing style has evolved and I have rid my writing of many habitual mistakes. I have learned to appreciate writing much more, and enjoy the moments where my mind meets words on a paper. Creativity has always been one of my strong suits, but through this course I catered my creativity to compose a variety of essays and speeches. Likewise, public speaking is something that I did not struggle with in the past, yet the structure of the class required a video speeches which was fairly new to me. All in all, I have been able to identify and modify gaps in my composition of writing and speech as a result of this course.

Whenever I get a writing assignment for class, it seems like a chore. I don’t have a problem with writing, but papers always seem to take more time than they should. Maybe this is due to poor planning on my part, but essays are usually an ordeal, and I dread actually doing the work to finish one. The task is simple enough, but putting it off always seems like a better alternative to writing. I do think about the paper that I have to write, but I do not put thoughts and ideas into a paper or outline until I absolutely need to do so. From the moment I am given an assignment sheet, I begin brainstorming about the paper. I may not use any of these ideas, but I think of them. I also have a tendency to forget good ideas, which leads me to think

Throughout this class I have learn many different writing styles. We used APA form of writing to type our paper and essay. I have also learned that it’s good to take your time and spend more time thinking about what to write, other than just righting a paper right off back. I have learned that it’s not a good idea to write a paper on the day it’s done, that’s more like a ruff daft. My teacher have helped me understand different point of writing. Which all writing deal with an ethos, pathos and logos, either one or all of them will run through anything that tell you anything in writing. From what emotion are there to who have the rights to speak at the moment to what are the facts to agree with this person. As a class we have read articles, bio from many people to understand that it’s more then what the person is writing. Reading between lines and analyzing a part of the story can tell you more then what the writer is saying. Working together to understand something and work better than being alone thinking about a situation you can’t understand.

What is Fluency? Fluency is the ability to read smoothly and automatically, with expression and attention to punctuation. Correspondingly, reading with sufficient accuracy and fluency supports overall reading comprehension.

The four-cueing systems that educators should incorporate within their classroom are phonological (sound), syntactic (structural), semantic (meaning), and pragmatic (social/cultural). According to Tompkins, these systems make it possible for children and adults to read, write, listen, and talk. For beginning readers and writers emphasis should be placed on the phonological system because it applies to phonics skills to decode and spell words (Tompkins, 2014). Ways that educators can apply the phonological system within their lesson is by pointing out rhyming words, decoding words when reading, dividing words into syllables, and pronouncing words. The syntactic system can be used in the classroom by adding inflectional endings to words, creating compound words, and teaching appropriate sentence structure. Educators can teach the semantic system by teaching students the meaning of a word, and studying synonyms, antonyms, and homonyms. The pragmatic system can be taught by varying language to fit a specific purpose, reading and writing dialogue in

When I looked over my ePortfolio, I couldn’t believe how many pieces of writing I

I learned about the different styles of essays and how I can effectively improve my writing techniques and integrate them into my professional writing experiences. I know what to look for and how to improve my writing text. Knowing how to apply these techniques in my writing will better able me to write informative and persuasive documents and describe the detailed facts into my professional career writings. By knowing what a thesis statement is, it will allow and guide me to keep my argument focused when writing for my work place.

Throughout my high school career, I have had to write countless essays. My writing style has improved remarkably each year, as I am very skilled at conveying my ideas on paper using details and emotion, and I have a system of how I construct my writing. However, careless grammatical errors the extensive amount of time I spend writing hinder my improvement with my writing style. Writing in general comes easily to me, but only after I have actually figured out what I am going to write about; which is the tricky part.

When writing with fluency your writing has and even easily flow tone when read. The reader is able to focus on the writer's topic. Each word connects to the next word adding structure to the writing. Combining fluency with the structure you developed an organized well put together thought that is easily read and is informative.

Fluency- the interruption in flow of speaking, characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words and phrases.

The Logogen model accounts for word frequency (WF) effects, which is based on the premise that high frequency (HF) words are used more regularly so they are easier to recognise than low frequency (LF) words that are used scarcely (Murrell & Morton, 1974). Rayner and Duffy (1986) illustrate this as participants fixated and gazed longer at LF words compared to HF words, potentially as infrequent words are not easily accessed within the lexicon. Consequently, as a Logogen has to reach a specific threshold to be activated, HF words are stimulated quicker than LF

The purpose of this research is to investigate the effects of frequency and neighbourhood density on access to the mental lexicon. This had been done through a written version of the Gating task using PowerPoint to display the letters. Participants would write on a sheet given to them recording their spontaneous thoughts as to what the word would be. Once the data had been collected it was converted into inferential statistics for analysis. There appeared to be a correlation between amount of guesses and the variables frequency and neighbourhood density. High frequency high neighbourhood density (HFHN) words were more likely to be recognised faster than the low frequency low neighbourhood density (LFLN) words. This study suggests that frequency and neighbourhood density are two considerable factors in word recognition. To further investigate this study, it would benefit researching into different nationalities to find out whether or not this is solely an English language trait or cross-languages.

Word frequency is often associated with Balota and Chumbley (1984) as their research, comprising of three experiments using 20 participants, demonstrates that the time taken to respond to a high frequency, commonly occurring words was shorter than that of a low frequency when recognising words. Contrasting this, Mosell, Doyle and Haggard (1989) observed this effect on a lexical decision and then a semantic categorisation task. Their findings demonstrate that word frequency and response time are equally related in all tasks involving word identification. Balota and Chumbley (1990) responded to the criticism as they remain confident in their own findings supporting the view that word frequency demonstrates that words we encounter on a daily basis require a shorter response time.