Writing sir

Handwriting.
Basically, methods of teaching children to write have not changed greatly over the centuries. The principal procedure remains an introduction to the elements of the writing system. Models are then provided for copying and developing in various ways: usually the teacher's own handwriting and specimens in copybooks. For English, as with other languages originating in Europe, a cardinal feature in learning to write is learning to join letters as opposed to leaving them in an unjoined form known as print script. The ability to link separate letters by means of connecting lines is highly valued as proof of a child's success in learning to write. A significant subsidiary feature is the ability to move from large early letters formed with great care to smaller letters in a maturer ‘hand’ that stays within an acceptable size range. Once this is achieved, individuals are free to develop their own handwriting, descriptions of which include such evaluative terms as generous orcramped, neat or untidy, rounded or spiky, legible or illegible. In educational terms, such matters as a steady reduction in the size of letters relate to stages in children's neuromuscular development and physical coordination.