A simplified and efficient
writing style.

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 will
help children 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.

A few teachers
can recite a few
of the 100 rules.

Most parents know
a few rules.

They are quick to criticize
their children over this
common deficiency.

------------------------


PETERSON EASY WRITING STEPS

Pre-school and non-writers.

Trace over enlarged letters.

Copy enlarged letter text.

Trace over normal text.

Copy beside Meaning Phrases.
----------------------


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

We use taped chapters
to put thoughts in the mind.

The mind converts taped 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.

Use graduated steps:

Start with short phrases.

No punctuation.

Add capitals and periods.

Add other punctuation
after thousands of practice pages.

Students eventually learn:
more writing styles and
a gradual progression of complexity.
----------------------


PETERSON EASY WRITING
FOR BEGINNING WRITERS

An incremental step
that is easy for a
wide range of students.

Gets around some of the
procrastination about writing.

Early writing successes
become continuing successes.

Learn written expression
on their own gradual schedule.

Gradually learn more tools for
organizing and expressing thoughts.

Reading and writing ability
decides who wins
in our competitive society.
----------------------


PETERSON EASY WRITING

Goals

Fluent writers.

Fluent thinkers.

Very gradual increases
in difficulty.

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 readers mind
can add the punctuation.

It knows the writers intent.

Use only two rules at the start.

Capitals at the start of a sentence.

A period when it stops.

Capitals at the start.

Period at the ending.

Type ENTER when you pause
or end a sentence.

Leave out other rules
until the students
are fluently getting words on paper.

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

The steps for learning to write
are much easier
with 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
keep phrases short.
-------------------------


EASY WRITING TO LEARN
EDITING

Editing is easy.

Simply cross out
what you don't want.

Add the new words
on the right side.

Choose other words.

Cross out the old words.

Choose new words
cross out the old.
--------------------------


TO STUDENTS

Learn to edit
AND ADD your own work!

Write 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
make 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 the reader's mind
make more decisions.

They can superimpose
their 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 sentence.
-------------------------------


LEARNING TO EDIT

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
or question mark.

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
? or !

Save all editing and writing
on the C- drive

Chapters should be divided
by a dash line.

Paragraphs can be identified
with a heading.
-------------------------


WRITING AND CRITICISM


An ancient tradition of criticism
has limited writing attempts.

Student avoids the criticism
by not participating.

Limiting participation
limits learning.

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 not funny.

The result is very limited writing
by 80% of American students.

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

Based on the quantity of criticism
they have to know
they are poor writers.

Why shouldn't they limit their writing?

A most important rule
is being violated.

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

Something good?

Expect a repeat of the behavior.

Something bad like criticism?

Expect the child to stop trying.

1.
Most writing is taught with criticism
and too little instruction.

Students are told to write.

When their attempts are followed by
criticism they stop trying.

Their "guess and by golly efforts"
cause them to lose face
and approval so they learn
to avoid writing.

2.
Much more time
is spent in criticism
than in instructing.

3.
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 fearful.

Many avoid it.

Many of adults are fearful
of writing assignments.
222Many adults

Avoiding writing limits:
enriching their lives.
enriching their pocketbooks.
---------------------------


WHAT WORKS?

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


GET STARTED WITHOUT CRITICISM
STAY STARTED 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.

Don't get impatient.

Children afraid to learn?

Children must practice
each procedure separately.

Practice so much
that 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.

Write down any words.

Limit punctuation.

After sufficient practice
ask for advanced punctuation and rules.

Measure:
Time on task.
Quantity of practices.

Delay asking for quality.

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


WRITING AND CRITICISM OR
PRONUNCIATION AND CRITISISM

Many students held back
and limited their class participation
until it was too late
to really learn.

It became too late
for a really successful
learning habit.

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.

It is not cool to speak up.

Afraid of losing face
with the other students.

Lose face with girls
he may want to attract.

Lose face with boys who
may attack his weakness.

Afraid of being called
a teacher's pet.

Encourage restatements.

Multiple oral restatements
are required
to learn the material.

Restatements are required
to lock in the material
for later recall.
-------------------------


INFORMAL TESTING
AND CONSTRUCTIVE CRITISISM

Negative experiences
that limit our children.

Critical testing
by inexperienced testers.

Unfair tests by parents.

"I'll bet you can't."

Forcing children to lose
for no good purpose.

Testing limits optimism
and attempts to learn.

Testing doesn't prove much
if anything.

You just proved
you can make the child lose.

What was the point?

Make them afraid?

Humiliate them?

Make them stop trying?

You're getting what you asked for.

Most parents have had
some experience with
trying to write.

Some think they are qualified
and have the right
to teach their child.

If they criticize
they are likely to halt
future attempts to write.

Don't be greedy
for compliance with rules
until the child has had
a lot of practice.

Don't use criticism
of non-compliance to teach.

Establish a faster
easier to learn
Writing System.
---------------------------


STOP DISCOURAGING WRITERS

Teachers can encourage students
rather than discourage them.

Parents and teachers
can defer some
of their expectations.
----------------------------


REVIEW OF EASY WRITING

Allows successes for beginners.

Saves time for business.

You can still learn more
complex
traditional styles.

For now just write.
----------------------


WHY DOESN'T EVERYONE
LEARN TO WRITE?

We have failed
to understand the damage
caused by constructive criticism.

Children want to write.

They are halted early on by
too much helpful criticism.

Helpful criticism comes from neighbor children
Siblings
Parents
Teachers.

No wonder they won't write.

Criticism of any kind is devastating.
-------------------------


WRITING

Time priorities.

Learning to "create"
before learning the basics of writing
is wrong.

Learning how to learn
is more important.

Faster input is essential.

Much more "creativity" happens
when a student has many resources to compare.

Learning many new "secrets"
with high-speed input
is more important than
trying to dig out meaning alone.
---------------------------


PROBLEMS WITH
LEARNING TO WRITE

Fear of breaking the rules
restricts writing attempts.

Does punctuation criticism
stop many persons from writing?

Solution
Limit the number of rules
that are used.

Solution
Learning all the writing rules
is a difficult task.

Until you know them you
are likely to be criticized.

Practicing 3000 pages
allows you to gradually learn
and use new rules.

Using no-fail steps to learn
traditional writing styles.

Learning without embarrassing criticism
and without having to stop writing.

Let the mind of the reader
make more decisions.

Readers can superimpose
their own set of rules.
-----------------------


ANALYSIS OF SENTENCES.

Careful analysis of a single sentence
is usually not necessary.

The group of sentences will
usually correct
any misunderstanding or confusion.

Author redundancy in the article
may also limit confusion.

We learn rules from
our similar environments.

We have mimicked
each other's language patterns.

We do this so well
that we can usually finish
each other's sentences.

(And sometimes do.)

An exception might be
a legal document.
-------------------


LINEAR PROBLEMS

Linear phrase grouping
causes more regressions.

Vertical grouping of phrases
is more easily understood.
222Vertical phrase grouping
is more easily understood.

Assembled by meaning.

Main idea
and supporting phrases
are closer together.

Familiar word grammar uses
are extrapolated
to unfamiliar words.



IF THE SHORTEST WAY
IS OVER
UNSURMOUNTABLE MOUNTAINS

It will be quicker
to take the long way around.

Many educational shortcuts
are difficult.

Graduated steps
will make learning easier.

Learning all the traditional rules
is a difficult task.

Until you know most of them you
are likely to be criticized.

Practicing your first 3000 pages
allows you to gradually learn
and use new rules.

Gradually learn traditional styles.

Peterson Writing is:
No fail steps to learn.

Learning without
embarrassing criticism.

Learning without having
to stop writing.

Motivating your student
to study can only
go so far if they know
they will be criticized.
------------------------


PRACTICE DEFICIT.

Writing halts before the
child has had enough practice.

Children can attain a new level
of writing competency
if it is correctly specified
and presented in graduated steps.
-----------------------------


FEARLESS WRITING

Turn "I wish I had."
into "I wrote. I won."


Easy Writing.

Easier to write.

Easier to read.

Faster to read.

Let students get small successes
with thought and phrase writing
rather than threatening them
with having to "write".
-----------------

ENCOURAGE ATTEMPTS.

Wait awhile
before checking their papers.

Let them check their own papers.

They can find the differences
on their own.

Avoid the opportunities
for criticism.
---------------------------