The pupils acquire coherent written language skills in speech development lessons when writing paper and compositions.
This form of speech activity implies a fuller development of mental processes, as the pupil has to distribute his attention in several directions. He has to pay attention not only to writing but also to the content and consistency of thought and sentence structure.
In all years of school there should be vocabulary-syntactic work with pupils. It is important to teach pupils to correctly construct simple extended sentences, extending them not only with complements and circumstances, but also with definitions. The ability to construct complex sentences is important for expressing complex relationships.
Vocabulary training of pupils should be multi-faceted. First of all, pupils should be prepared to use a large number of words to express their thoughts, avoiding repetition. Inadequate substitutions can be prevented if work is done to select synonyms for nouns and verbs. "Pattern" or "duty" words often occur where there is no vocabulary work aimed at conveying the content accurately. Vocabulary work should be specifically aimed at enriching students' vocabulary with adjectives which not only embellish our speech but also give a more accurate assessment, characterisation of objects and phenomena.
Skills needed to write a paper and how to form them.
Special spelling training is provided to help pupils write their essays competently.
At all grades and all stages of writing a second reading by the teacher before the paper is written is compulsory. This helps pupils to recall the text in its entirety and consistency and to comprehend it more deeply and accurately. There should be no analytical work allowed for a second reading.
The preparatory work, the introductory talk, the expressive reading by the teacher should prepare the students for the first reading. Correctness of the retelling largely depends on how students are prepared for the first reproduction of the text.