It requires setting specific goals and objectives. It requires scheduling faculty workloads in such a way as to permit teachers sufficient, uninterrupted time to effectively critique student writing. Finally, it requires a change of thought concerning the importance of writing skills and how we have been teaching writing. Writing instruction should be introduced even before the students are able to read and write. After making up a story and writing it on the board, the teacher encourages the students to dictate their stories, which he puts on the board for all to see.
Students fill in the blanks with their own creative explanations.
Expectations for such completions increase with age and ability until the student is himself coming up with the entire sentence, paragraph, or essay. The primary emphasis of such activities must be on the content, not on mechanical correctness. A successful crossing is a rare experience. Jenkinson went on to explain that too often 'writing' instruction . . . Never begin a sentence with a conjunction.