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Nasty accusation
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<blockquote data-quote="Marguerite" data-source="post: 367637" data-attributes="member: 1991"><p>MattsMom, I actually didn't think his writing was that good. Little to no story development, minimal plot, zero conflict. But then - the vocabulary was good, but that is how he talks. And I do know as a writer, that often especially for inexperienced writers, if you can cast off inhibitions and simply write as you speak, you will do a lot better than those who worry about each word. The fluency shows up as a good thing.</p><p></p><p>So the way the exercise was set up, just happened to throw his abilities into a good light. That's why I kept asking the teacher, "Are you sure you've got the right student here? Are you sure you haven't got his work mixed up with someone else's? It had happened before."</p><p></p><p>I can't do a thing until after school goes back next term. But I am trying to set up an appointment for difficult child 3 with an Occupational Therapist (OT) to look at getting him fitted for ring splints. Maybe if it's made easier for him to hand-write without pain, we could avoid this sort of accusation in the future. Mind you, if I was a cheat, we could get around that one, too. Even now, I could "find" a difficult child 3 handwritten draft, rewritten at my instruction to a text I wrote out for him, and resolve this retrospectively. "Oh, look, he must have done a handwritten draft after all, I just found it on the desk here..." type of deception. But I don't work that way. It would also be very bad for difficult child 3 if I did this. The whole issue is - he needs help to write drafts. He needs support for his difficulty with handwriting. But he is a bright kid with amazing capabilities, in some limited areas. And while ever any of this is disputed, they fail to give him the education he is entitled to.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 367637, member: 1991"] MattsMom, I actually didn't think his writing was that good. Little to no story development, minimal plot, zero conflict. But then - the vocabulary was good, but that is how he talks. And I do know as a writer, that often especially for inexperienced writers, if you can cast off inhibitions and simply write as you speak, you will do a lot better than those who worry about each word. The fluency shows up as a good thing. So the way the exercise was set up, just happened to throw his abilities into a good light. That's why I kept asking the teacher, "Are you sure you've got the right student here? Are you sure you haven't got his work mixed up with someone else's? It had happened before." I can't do a thing until after school goes back next term. But I am trying to set up an appointment for difficult child 3 with an Occupational Therapist (OT) to look at getting him fitted for ring splints. Maybe if it's made easier for him to hand-write without pain, we could avoid this sort of accusation in the future. Mind you, if I was a cheat, we could get around that one, too. Even now, I could "find" a difficult child 3 handwritten draft, rewritten at my instruction to a text I wrote out for him, and resolve this retrospectively. "Oh, look, he must have done a handwritten draft after all, I just found it on the desk here..." type of deception. But I don't work that way. It would also be very bad for difficult child 3 if I did this. The whole issue is - he needs help to write drafts. He needs support for his difficulty with handwriting. But he is a bright kid with amazing capabilities, in some limited areas. And while ever any of this is disputed, they fail to give him the education he is entitled to. Marg [/QUOTE]
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