If you look at Bacon’s thinking and the steps shown on the side, you will realize that all the previous three steps have to be successfully climbed before the skill of writing can be acquired. All the previous three skills have to be mastered properly. Because writing has the power to effectively communicate soul-searching to others. ‘Writing’ is also a tool, and acquiring writing skills is a ‘tool’. That sadhana must be done in the right way and in the right direction, for that the students should accept and accept some minimum technical aspects-
> Your letter should not be too big or too thin.
> Letters should be underlined. It enhances the beauty of letters and words.
> Your letters should be legible, beautifully written with proper inflection.
> Two letters, two words, two lines should be properly spaced.
> In addition to the proper speed required in writing, consistency is also required.
We should inculcate these technical things as a habit in ourselves and in our students. No, all those five are good language habits, you should establish it in your mind.
Writing skills begin with penmanship. First of all, calligraphy is done with the help of strokes (in which the direction of drawing the vertical horizontal diagonal line is important) turns- (circle, semicircle, velanta and the order of drawing all the turns, the direction of drawing the turn is important). This is the beginning of writing skills, in fact writing is said to be the pinnacle skill of all the four language skills. That is, writing skill is the highest step or the culmination of all skills. It should not be an exaggeration to say that writing skills were well received, i.e. all language skills were received. Because according to the great thinker Mr. Shivajirao Bhosle – “Writing is a game of letters, it should be done with pleasure.”
Stages of writing
Writing skills are not acquired by everyone with a pen in hand. It is a gradually developing skill. It has three important stages.
> Handwriting (legible to cursive)
> Spelling (Rhasva, Durga, Rikar, Rafar, Visarga, Punctuation)
> Self independent writing according to writing types.
All these three stages are of equal importance. Because writing begins with letter writing. At that time one should try hard to develop from the level of ‘legible’ which means easy to read, to the level of ‘flexible’ which means beautiful letters drawn by giving strokes and turns in the right direction. It is a huge investment for a lifetime. Later throughout your life, this beautiful handwriting of yours will bring you many benefits as an important quality of your good personality.
The second stage is spelling. The handwriting is nicely curved; That then you should start paying close attention to your spelling. Kana, matra, velanti, ukar, rikaar, rafar, visarga and punctuation should be taken care of, which adds another dimension to your personality development. Because writing without long-winded errors, with proper use of punctuation marks, will create respect for you in the mind of the reader. Whether it is a simple leave application, or a letter sent to someone!
The third stage is slightly more important in terms of language development. because Here we are going to use writing skills in real sense. We move forward in language learning by getting to know the writings of others, the literature of writers, various literary forms. Along with that, we are also expected to write something like this, in fact we also want to tell something like this to our friends, relatives, teachers, classmates. Some children even try to write like that. Making such an effort is what is expected in language education. To be able to write or say your thoughts, opinions, feelings properly in your own language; That is to be able to use the language! This third stage is the stage of effective language use. Including letter writing (family letters and office letters), application writing, paragraph writing, advertisement writing, essay writing, conceptual writing, descriptive writing, imagination, dialogue writing, narrative writing, summary writing, autobiographical or autobiographical writing and engaging writing. In such an ascending order, this is a writing journey from ‘experience capture’ to ‘experience narration’, and it is expected in language education that it should be done in that order. If ‘Marathi’ is my ‘mother tongue’, then I must be able to do it. And we need to keep striving for that.
Dr. Nivedita Saraf, Bhasha-Samupadek