The ability to write essays is very important not only for good grades in school, but also for the overall creative development of the individual. However, in the lessons of Russian language and literature, it is impossible for a child to teach the rules of writing a good composition. To form this skill, parents and teachers should act in a special way. In the lessons, children can be told about the selection of the topic, drawing up a plan, observing the composition, and so on. However, teachers will not say anything about the most important thing - how to create a text that has an artistic value. Many of the spontaneously developed techniques for improving such skills are completely ineffective. For example, in one study, Teaching Composition: Research on Effective Practices. it is said that the corrections and notes that the teacher leaves in the essay while checking do not reach their goal, the students most often just ignore them. However, this does not mean that parents and teachers are powerless. The formation of writing skills are influenced by various factors, remembering which you can quite help the child find his creative handwriting. 1. Interest This is the key to success not only in writing works, but in any other field of activity. If a person is interested in what he does, the skill will come of itself. This is not about mercantile interest, the process of activity should be regarded by a person as significant and fascinating. This implies educating the child of a certain system of values, in which creativity, self-expression, intellectual work occupy the leading positions. Essay is not just a statement of thoughts. This is the result of creative activity. The child should be brought up before the writer's art, great writers should be for him a model that deserves respect. And most importantly, he must understand why they deserve respect. That is, he should be aware of the aesthetic value of literature, the beauty of the language. For example, the studies approve Teaching Composition: Research on Effective Practices. , that it is important to show the student that one long sentence sounds more beautiful than a few short ones. It is necessary to teach him how to combine sentences, to tell what means this can be achieved. The same goes for other artistic aspects of the language.
2. Respect for literature For this, the child, of course, must read. But this does not mean that it should be forced to swallow the entire school program - so often only the opposite goal is achieved. Many people mistakenly believe that the more a person reads, the better he will write. This is not so. Even from the point of view of enriching the vocabulary: for new words to enter the active vocabulary, they need to be used regularly. To enrich the active vocabulary, the technique is much more effective with the provision of a list of new words and the task of using them in the composition. Literature should not be read "because they asked." The school program is designed more for the quantitative consumption of the works of the classics, and not for their qualitative study. In order for a person to have an interest and understanding of the artistic value of a work, he should not feel pressure from outside. It would be much more effective for an individual approach: to find out what genre the child likes and to focus in this direction. If, for example, he likes science fiction, and Pushkin's lessons take place at lessons, to which he does not really have a soul, it would be more appropriate to open the literary world to him on the basis of his interests. For example, offering the child the classics of science fiction like Gibson or Lem, discussing the problems that are inherent in these books, allowing him to express himself and discuss on interesting topics for him. 3. Motivation to reflect This does not mean that the school curriculum needs to be forgotten: it can also be aroused by a certain interest with the help of teaching methods. In our school everyone was very fond of literature, because the teacher always taught lessons not referring to textbooks. One work, she could give almost a quarter. But it sorted it out so that everyone was involved in the discussion process. She expressed a point of view that was contrary to critical "standards" and provoked us to a discussion. So, "Tom Sawyer" we had to read as a story about an errant hooligan, and the novel "Anna Karenina" narrated about a hysterical girl, who needed psychological help. Home assignments were appropriate: "Do you think Andrei Bolkonsky is a spiritually complex person, and not a jerk to the joys of aristocratic life? Then read such and such a chapter and try to find at least some evidence of your point of view. And do not read the paragraph about the sky: we all saw the sky and know what it is. " She spoke sharply and peremptorily, not at all "in school," but that's why we wanted to read and think about what we read. The parent himself can arrange such preparation for the lessons. There are standard steps when writing essays: highlighting a topic; planning; writing an introduction with a presentation of the topic; writing the main part of the composition; conclusion with conclusions. This is a completely logical structure of work on any composition, which, in fact, reflects a correct and consistent thinking. And she needs to be taught, but not from it it is necessary to start. Forcing the child to imitate dry samples, curbing his creative energy, forcing him to play by someone else's rules, you can hardly awaken interest in it. It will be more effective if he gets full freedom of expression and the opportunity to express himself on the topic of interest without restrictions. And in the process of writing the essay you can correct it or give advice on how to organize the text better. The child will learn the structure, but will do it on his own experience.