1. Peterson Easy Writing an Easy Incremental Step
2. Peterson Easy Writing Steps
3. Early Steps Toward Writing Memory Patterns
4. Memory Patterns and Memory Triggers
5. Writing Fast-Writes
6. Peterson Easy Writing for Beginning Writers
7. Peterson Easy Writing
8. Limit Punctuation?
9. Easy Writing to Learn Editing
10. To Students
11. Fluency Problem?
12. How to Ewrite
13. Learning to Edit by Editing the Writing of Others
14. Writing and Criticism
15. Motivation Rules
16. How Many Persons Avoid Education Because of Writing Criticism?
17. What Works?
18. Get Started Without Criticism Stay Started Without Criticism
19. Speaking, Pronunciation and Critisism

Peterson easy writing
for beginners of any age
by Carl Peterson

A simplified and efficient
writing style.

Comparison of formats before and after ewriting Examples: Traditional writing After macro After enhancing

Alternatives to
punctuation rules and criticism
that have defeated many learners.


PETERSON EASY WRITING
AN EASY INCREMENTAL STEP

Simpler writing for beginners.

Begins with copying
of letters and words.

Graduates to advanced
or traditional writing styles.

Simpler punctuation is
easier to learn.

Limiting punctuation
reduces criticism
from teachers and siblings.
--------------------------------

Is reduction of failure
an important goal
for young writers?

YES.

A large number of
grammar definitions are:
hard to learn
unfamiliar to students
time consuming
seldom remembered.

Only a few teachers
can recite a few
of the 100+ rules.

Most parents know
a few rules.

They are quick to criticize
their children
who don't know them.
------------------------

PETERSON EASY WRITING STEPS

Pre-school and non-writers:

Trace over enlarged letters.

Copy enlarged letter text.

Trace over normal text.

Copy beside Guide Phrases
and Memory Triggers.
----------------------

EARLY STEPS TOWARD
WRITING MEMORY PATTERNS.

Trace stick pictures
during a taped story.

Establish the
ever-moving pencil habit.

To start out
some students make doodles
or fill in pictures
during oral readings.
----------------------

MEMORY PATTERNS
AND MEMORY TRIGGERS

We use audio chapters
to put thoughts in the mind.

The mind converts audio input
to verbal and written output.

Our students learn organization skills
to quickly get thoughts on paper.
-------------------------------

WRITING FAST-WRITES

Copy text during fast-writes:

Practice quick copying of text.

Write their own
fast-writes
in graduated steps:

Start with short phrases
with no punctuation.

Add capitals and periods.

Add other punctuation
after thousands of practice pages.

Students eventually learn:
More writing styles.
Gradual progression of complexity.
----------------------

PETERSON EASY WRITING
FOR BEGINNING WRITERS

Incremental steps
that are easy for a
wide range of students.

Early writing successes
become continuing successes.

Students learn written expression
on their own schedule:

Gradually learn more tools for
organizing and expressing thoughts.

Solve much of the
procrastination
about writing.

READING AND WRITING ABILITY
DECIDES WHO WINS
IN OUR COMPETITIVE SOCIETY.
----------------------

PETERSON EASY WRITING

Goals:

Fluent writers.

Fluent thinkers.

Incremental increases
in difficulty.

Example:
Get the first 15,000 to 20,000
words on paper.

Start with simple
format and punctuation.

Add complex punctuation styles
after the first 2000 pages.
--------------------------

LIMIT PUNCTUATION?

Why let punctuation
interfere with writing?

Let children succeed at
writing without punctuation
before they fail at writing.

Write now.

Punctuate later.

The reader's mind
can add the punctuation.

It knows the writer's intent.

Use only two rules at first.

Capitals at the start of a sentence.

Periods at the end.

Type ENTER when you pause
or end a sentence.

Leave out other rules until you
have written hundreds of pages.
----------------------------------

The steps for learning to write
are much easier
with Peterson's easy writing:

Start with a topic
or purpose phrase.

Add one or more phrases
to explain the topic.

Short vertical phrase stacking
makes it easy to see mistakes
and delete unnecessary words.

Writing on left half of page
reminds students to
keep phrases short.
-------------------------

EASY WRITING TO LEARN
EDITING

Editing is easy:

Simply cross out
what you don't want.

Choose other words.

Add the new words
on the right side.
--------------------------

TO STUDENTS

Learn to edit
and add to your own work!

Write 20 lines
or copy 20 lines.

Add 10 or 20 more lines
of facts or phrases
on the right-hand side.

Draw a line where
additional sentences
should be inserted.

Extra facts will help you
do a longer tellback.

Extra facts you hear
from your tellback partner
will help your fast-write.
-------------------

FLUENCY PROBLEM?

Fear of breaking the rules
restricts writing attempts.

Solution
Limit the number of rules
that are used.

Keep your mind engaged
with the subject.

Ewriting lets your mind
make more decisions.

You can superimpose
your own set of rules.
---------------------------

REVIEW

How to EWRITE:

Write one thought on each line.

Write what you say and think.

Use a period and a line space
when you have completed a thought.
-------------------------------

LEARN TO EDIT
BY EDITING THE
WRITING OF OTHERS

Get started by eediting
several stories.

How to eedit.

Use the enter key
to break sentences
into thoughts and phrases.

Read the sentence
and hit enter
after each breath pause.

Hit enter after every comma.

Hit enter twice after each period,
question mark, or colon.

Hit enter before phrases
starting with
to
for
with.

Hit enter before
quotation marks " "
parenthesis ( )
dates.

Hit enter a second time
to create a line space
after a period.

Hit enter a second time after
question marks ?
exclamation marks !
colon :

Save all editing and writing
on the C-drive

Paragraphs should be divided
by a dash line: --------------

Chapters can be divided
by a heading.
-------------------------

WRITING AND CRITICISM

An ancient tradition of criticism
has limited writing attempts.

Students avoid criticism
by not participating.

Limiting participation
limits learning.

Even constructive criticism
halts writing behaviors.

Asking for quality writing
before the child has learned
to write in quantity is
"Getting the cart before the horse."

It's a serious problem.

The result is very limited writing
by most American students.

Early criticism causes
children to fail before they
have enough chances to succeed.

Based on the quantity of criticism
they learn they are poor writers and
limit their writing.
-------------------------

MOTIVATION RULES

The rule is:
What happens after an activity
determines if it will be repeated.

Something good happened?

Expect a repeat of the behavior.

Something bad like criticism?

Expect the child to stop trying.

PROBLEM 1.

Students are told to write.

When their attempts
are followed by
criticism they stop trying.

Their efforts cause them
to lose face and approval
so they learn to avoid writing.

Much more time is spent in criticism
than in instruction.

PROBLEM 2.
A bad myth:
"We learn from our mistakes."

Should be changed to say
"We stop learning after criticism."

"We learn after successes
and praise."

Attempts to motivate your
student to write will fail
if they know
they will be criticized.
---------------------------

HOW MANY PERSONS
AVOID EDUCATION
BECAUSE OF WRITING CRITICISM?

The majority.

Criticism by parents and peers
stops many persons from writing.

Fear of criticism
stops adults as well.

Returning to college is frightening.

Many avoid it.

Many of adults are fearful
of writing assignments.
---------------------------

WHAT WORKS?

Procedures to encourage and
engage the student.
------------------------

GET STARTED WITHOUT CRITICISM
KEEP WRITING WITHOUT CRITICISM

Replace criticism with
instruction and modeling.

Divide learning to write
into easily accomplished steps.

Limit obstacles to learning.

Teach one thing at a time.

Don't ask for everything at once.

Children must practice
each procedure separately so
it becomes less fearsome.

All children
have the ability to learn.

Give them time.

Don't increase their fears of learning.

AVOID any possible HUMILIATION

Use very graduated steps.

Limit punctuation.

Measure:
Time on task.
Quantity of practices.

Delay asking for quality.

Non-writers get to walk
before they have to run.
-----------------------

SPEAKING, PRONUNCIATION
AND CRITISISM

Many students hold back
and limit their class participation
until it is too late
to really learn.

Why?

They are:
Embarrassed.

Unsure of the answer.

Afraid of corrective criticism.

Avoiding constructive criticism.

Afraid of their own voice.

Have had limited vocal practice.

Afraid of looking foolish.

Afraid of losing face
with the other students.

Afraid of being called
a teacher's pet.

To receive more information and our newsletter,
fill in the form below and click the submit button.

You may also write or call for information at:

ACCELERATED SCHOOLS
2160 S. Cook St.
Denver, Colorado, 80210
Phone: 303-758-2003, 1-800-SCHOOL3
Fax: 303-757-4336

10713 Barkley,
Overland Park, Kansas, 66212
Phone: 913-341-6666

Send this page to a friend:

* Represents required field
* Email:
* Full Name:
Address 1:
Address 2:
City:		State:
Country:		Postal:
Phone:
Comments:
* To submit this form please enter the characters you see in the image.  Why? If you cannot read the image, click here for new one