Municipal School Dr.

Santiago del Castillo

Educational Project
Lettermania

Responsible teachers: Ana Herrera – Sandra Zabala

Year 2012
 The human being is not capable of learning to read

and writing alone, needs a mediator that

He is the teacher" (Vygotsky).

Foundation

Italic writing was once the cornerstone of education in schools. In the

cursive writing, the fact that the letters are connected to each other by strokes
it allows thought to flow harmoniously from the mind to the sheet of paper. By linking
the letters with the line, whoever writes links thoughts by translating them into
words. For its part, writing in print, an alternative that has been
imposing in our current schools implies splitting what is thought in letters,
disassemble it, cancel the timing of the phrase, interrupt its rhythm and its breath.

While it is already clear that computers are an extension of our being, it is necessary to
to warn that they favor a binary thinking, while handwriting is
rich, diverse, individual, and it differentiates us from each other. We should educate the children.
since childhood in understanding that writing responds to one's inner voice and
represents an unrenounceable exercise. It is illogical to assume that the current trend is
it will revert, but at least the writing systems should coexist, precisely because
that quality that the writing has of being a language of the soul that makes the
people. Its abandonment turns the message into a cold, almost disembodied one, in opposition to the
cursive writing, which is a vehicle and source of emotions by revealing personality, the
mood. This may possibly be what young people fear, and they choose to
to hide in the homogenization that allows for resorting to printed letters.

Because, as Umberto Eco emphasizes, who actively participates in this debate, the
cursive writing requires composing the sentence mentally before writing it, a requirement
that the computer does not suggest. In any case, the resistance offered by the pen and the
paper imposes a reflective slowness. Many writers, accustomed to writing on a
keyboard, they would sometimes wish to make incisions again on a clay tablet, like
the Sumerians, in order to think calmly. Eco proposes that, just as in the era of
airplanes are still crewed sailing boats, it would be beneficial for children to learn
calligraphy, to educate oneself in beauty and to facilitate one's psychomotor development1.

Calligraphy is a rapidly disappearing human skill, because it is hardly taught anymore.

in schools. When a pen is used, it is generally done to write with
printing letters. Stefano Bartezzaghi and María Novella de Luca, Italian journalists
those interested in the topic wonder whether the concern about the decline of writing
Italic responds to nostalgia or constitutes a cultural emergency. Many experts

Handwritten, by Guillermo Jaim Echeverry. Source La Nacion magazine

1
they lean towards the last alternative. In England, the fountain pen is used again for
that students learn spelling. In France, it is also considered that it does not
you must forego that skill, but there the problem lies in that they no longer master it
not the teachers. Although the adult world is not yet ready to receive the
new intelligences of children resulting from technology, the loss of ability
from cursive writing explains learning disorders that teachers warn about and
they affect academic performance.

As in so many other aspects of today's society, the centrality of emerges here.

time. A recent article in Time magazine, titled Mourning the Death of the
handwriting indicates that it is a lost art, since, although children
they learn with pleasure because they consider it a rite of passage, 'our objective is
express thought as quickly as possible. We have abandoned beauty
for speed, craftsmanship for efficiency. And, yes - admits its author, Claire Suddath -
maybe we are something lazier. Cursive writing seems doomed to continue the
Path of Latin: within some time, we will not be able to read it.” Opening a timid
ventana a la individualidad, aún firmamos a mano. Por poco tiempo.

Recipients: Students of 1st 'A' and 'B'.

Expectations of Achievement:

Encourage all our students, with special emphasis on those belonging to the
First Cycle, in the management of proper cursive writing, achieving that
acquire their own identity and well-defined traits in their personality; like
as well as an appropriate readability of their writings.

Specific objectives:

Encourage each word to be visually perceived as a whole.

It favors writing speed.
Grant writing a personalized quality that reflects the differences
individuals in a nuanced and fine manner.

Cursive writing is a succession of ascending and descending strokes of different

lengths that are joined together in various ways: a) at an angle (characteristic of males)
b) rounded or garland (common in girls).

While their learning is based on a model, each student imposes their own style on it.
Traits are modified according to their growth and maturation.

The teacher's mission is to ensure, on one hand, that the students' handwriting does not
lose readability, and on the other hand, preserve, in each of them, their personal style.

Typeset writing should be regarded as the acquisition and

automatic and passive adaptation of a conventional model. These neutral signs
they are far from reflecting the distinctive traits of the student. And therefore it should not
considered as a personal writing but rather as an alternative or occasional use.
The strength of writing lies in the vitality of its strokes Therefore, studies
Graphology allows us to know through it, the character, the gender, the tastes, and even the
physical and mental health of the person.

It is common, on the other hand, for both teachers and professors to acknowledge
Our students by their handwriting. Cursive writing is much more emotive and eloquent.
than the life of a man that of printing.

Another factor that contributes, moreover, to the depersonalization of writing,

it is the excessive use of the computer from an early age. It has been proven
that many children aged five and six begin to write their first words
mechanically pressing the keys of the machine and not reinforcing the skill
motor skills with the use of the pencil.

We believe that, in this globalized and technocratic society, both parents and
teachers must contribute to our children acquiring their own identity,
with well-defined traits. Ensure that they learn and strengthen the handling of a correct
cursive writing as part of her free expression is already a good start.2

For all the mentioned reasons, we understand that it is important to teach in italics,
highlighting among several advantages the following:

It favors maturational aspects of personality.

It allows the child to write faster because they don't have to lift the
pencil with each letter.
It allows each word to be perceived as a whole through its links
It requires the creation of spaces between words.

The use of italic font makes writing more fluid and expressive.
freely the ideas without interruption; there is a continuity. The italic text is the one that
but it is more suited to the functioning of our nervous system as it is a response
continuous motor. It allows for flexibility in motor movements and is also more
easily remembered.

Any motor response that is not interrupted at specific moments is retained at

longer-term memory (like walking or riding a bicycle).

Why are textbooks all written in print? There are no second meanings.
readings, it is colder, it does not imply feelings like italicized text, therefore we
helps to not divert attention from what we are reading. It is repeating what
seem but is neither assimilating the phrase nor its context; at that moment the child is
copying. It has not assimilated the content and therefore its learning is not
significant.
2
Susana B. González, susyg@[Link], I.D. 11650085, Professor of
Enseñanza Media y Superior en Letras, Docente en el Nivel Secundario y Terciario
de la Provincia. Coordinadora de Talleres de Redacción Administrativa para el
personnel of companies in the state and private sector.
The natural neurophysiological component of starting, continuing, and stopping is what
With the italicized text, we start when we begin the word and stop at
finish it. With the letters SCRIP we start and pause at each letter, which makes
makes the process at least 3 times more difficult. The SCRIP letter sometimes creates something that
it is called apparent dyslexia, especially in children who have a very slight
deficiency or disorganization. With the SCRIP letter, it is more difficult to mark the separation of
the words if all the letters are separated.

The linked model provides this continuous movement, which facilitates learning.
Well, each letter is connected to the next one in each word. Luis Bravo and others (1981),
they indicate certain characteristics of this type of font that allow for greater speed, quality
and retention. These are:

The letters, when linked together, facilitate ease and flexibility of movement.
favoring continuity and dynamism in writing.

It allows perceiving each word as a whole, thus avoiding separated writing.

letter by letter.

- It gives handwritten writing a personalized quality of record and

expression.

- Este tipo de letra es el que el niño debe usar, pues es característico de nuestra
writing. This model gives the child speed in tracing and integrates them, early on, into
the final writing.

- It has the advantage of helping the child to acquire new motor patterns once
automated learning.

In summary, learning to write is of great complexity due to the number of

skills required for its execution. This indicates that there is a possibility that
children face many difficulties in the acquisition process, so
we must return to the inclination towards the use of italics, for the connection of the
traces are easier and facilitate movement once automated, which does not happen
with the script type font. It allows for faster execution and greater
identification of the word as a whole, both in reading and writing, by
consequently, it avoids specific difficulties later on that can often arise
to culminate in pedagogical disorders.

Promoting the learning of cursive writing is a task that benefits aspects

maturatives of personality.
Activities:

A workbook of selected activities will be worked on and organized in a grade.

increasing complexity, starting with some strokes; to progressively
to start students on the correct way to trace the letters of the alphabet.

The mentioned ACTIVITY NOTEBOOK is attached.

Other possible activities to consider:

You will be encouraged to engage in a dynamic and fun exercise:

Work will also be done on pre-marked pages, where the conventional line will be
They have added two dashed guidelines in a lighter color to avoid confusion.

The body of the letter will rest on the conventional line and its height will reach up to the
dotted upper guideline. The downward strokes will find their limit on the line
bottom dotted guide.

Some observations that we will take into account:

Before we start, we will check the height of the table and the position of the chair.
hand position and proper pencil support.
The work sessions will be short, no more than 20 minutes.
We will be patient, as each child has their own time and pace.
We will value the achievements obtained day by day.

BIBLIOGRAPHY:

AJURIAGUERRA, J: The child's writing, Barcelona, Laia, 1983.

CUETOS, F: Psychology of writing, Madrid, Escuela Española, 1991.

MARRODÁN G, MªJ: The letters dance, Madrid, ICCE, 2006.

MOLINA G.S: Psycho-Pedagogy of Reading, Madrid, 1991.

TEBEROSKY, A: Aprendiendo a escribir, Barcelona ICE-Horsori, 1993.

TRONCOSSO, M.V y DEL CERRO,M: Síndrome de Down: Lectura y escritura, Barcelona,

Masson, 1999.
VARIOS, A: Grafomotricidad a ritmo de claves. La puerta mágica, J. Andalucía 2001

VARIOUS, A: I write with Alex. Writing notebooks in ruled format. Everest

VARIOUS, A: I Start to Read. Reading Workbook. Anaya.

VARIOS, A: My method of Spanish reading. Bruño.

VYGOTSKI, L.S.: Pensamiento y Lenguaje, Paidós , Buenos Aires, 1995.