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Training Leaders Struggle With Writing

Showing rudimentary and auxiliary understudies how to compose well is testing. Numerous understudies don’t comprehend the center standards behind composing, including the rudiments of sentence and section structure, a sensible movement of thoughts, and peruser mindfulness. Others don’t have the specialized aptitudes of composing, including linguistic use and accentuation. Be that as it may, with predictable, year-by-year, drawing in guideline by conferred educators who comprehend the worth as well as the standards and abilities of good written work, understudies can figure out how to compose well.

If students don’t learn to write well, I blame the teachers. Not the television, not the parents, not the peers, not the music-the teachers because they are specifically charged with teaching and are held accountable for student learning. In this day and age of education accountability, teachers are held to a high standard for student learning by local and state education leaders. In part, they are measured, assessed, and evaluated based on whether or not their students learn to write.

But here’s the rub. If education leaders are not able to write well, do they have the moral authority to hold teachers accountable for the students’ writing abilities? Furthermore, do