Writing that is done to complete a task or complete a purpose is known as transactional writing. This involves educating others or persuading a group of individuals to do a specific action or, at the very least, to grasp a notion or idea. Transactional writing texts are produced by reacting or attempting to start a conversation. It has become one of the most sought-after skills one may learn in school. This is because it is widely used in several fields throughout the world. Among them, the workplace and bureaucracies are foremost. In sixth grade, critical and creative thinking lessons are intended to inspire more advanced levels of transactional and non-transactional creative and critical writing. Young learners with gifted potential can also be found and developed with these teachings. Practicing transactional writing in school is crucial since children will use it naturally throughout their lives. Therefore, the essay discusses and critiques various forms of transactional writing and strategies to promote creative and critical writing among grade six children in South Africa.
Transactional writing forms include writing a formal or informal letter. The goal of informal letters is to maintain an existing relationship. They have varying structures and purposes depending on the reason they were written. This involves, among other things, catching up on the news and expressing happiness or sorrow for someone. It could also include writing that reads like a personal account. For example, a condolence letter is written far more officially than these messages, which may have some casual presentation. A formal letter may be sent for various reasons, such as a job application, complaint, or request. It includes the salutation, writer’s address, date, and recipient’s address. The purpose determines the message’s structure. A letter to the media is an excellent example. Closure and a signature are included. Regarding its linguistic characteristics, it is often formal in tone, and also different linguistic traditions are employed, such as Dear Sir, Madam, and Yours Sincerely. In general, it gets to the point and is concise and straightforward.
An obituary is a form of transactional writing in which the content memorializes the deceased or tells others of their passing. According to Rosenblatt (2018), the full name, date of death, location of death, date of birth, place of birth, names of the primary survivors like spouse and children, and the time and date of the funeral are among other contents. The reason for death, personal details, and information about memorial tributes are some more items that might be mentioned. The language has a formal feature style because of the mood at that particular moment. It is acceptable to use euphemisms, such as passed on rather than died. It is always written precisely, unbiased, concisely, and detailedly. Other linguistic standards are used, such as “In place of flowers, gifts may be donated to,” as a result of the occasion.
A transactional text can be written regarding offering guidance to someone to provide such information (Rosenblatt, 2018). In this case, a chronological sequence is crucial. There must be some approximate distance in it. The traveler may use this information to help with planning and to get an idea of what to budget for in terms of fuel costs and other incidentals. Important roadside landmarks should be included. It mainly uses the imperative form in the language feature. The sentences are concise, unambiguous, and direct from procedures that go as far as explaining and advising how something should be done utilizing a sequence of stages. Clearly stating what is to be accomplished is the aim. How to make a cake may be used as an example. The required supplies and tools must be provided in the correct order.
Posts, notifications, and advertisements make up another category of transactional writing. They try to convince the reader to make a purchase or use a particular service. They can be delivered in several ways. They employ logos and catchphrases and are often created employing a substantial amount of design and much artistic labor in visual art pieces (Rosenblatt, 2018). The advertisements are created in a way that makes them stand out, stick in one’s mind, and are unforgettable. Metaphors, figurative language, alliteration, rhyme, poetic techniques, and rhythm are the linguistic characteristics at play. The length of the adverts should not be excessive to avoid losing the reader’s interest before the actual content is delivered.
On the other hand, the following strategies are used by the advanced academic resource instructor and regular classroom instructors across all subject areas and grade levels, but notably in grade six. To promote creative and critical writing among grade six students, the instructor should use visualization as a strategy. With both spoken and written language, this strategy encourages students’ imaginations while opening up their thinking to creativity (Koutsoftas, 2018). Students may benefit from using visualization to prepare for an encounter. Students can see roadblocks and issues before they experience them. Setting goals, organizing oneself, and planning are all aided by this approach. According to research, visualization significantly improves both the level and the depth of verbal and written word knowledge. A child may create objectives, imagine the actions that need to be taken, think about options, and picture a plan to reach those goals using visualization.
Additionally, students who use mind mapping as a visual note-taking technique can organize their material in distinct ways. According to Koutsoftas, (2018), all learners should utilize it since it aids in information retention, memory, and recall. Students benefit from viewing the big picture at once and linking concepts without being distracted. Students need this crucial ability as they work with more material in the curriculum areas. Visual students who like creating connections between concepts should pay particular attention to this talent. Mind mapping with younger learners is more delightful; you may each write a word or draw a circle in the center of the sheet. Draw fresh circles and lines to thoughts, words, or images related to the first term. Consider the possibility that a learner has an interest in space. Together, one might make a mental map of all they already know regarding space, adding questions consequently.
Asking questions is a trait of active learners that induces critical and creative writing. Learners responsible for coming up with their questions are more active learners who produce more. Writing critically about our learning processes is known as metacognition. By creating, carrying out, and assessing action plans, this type of questioning aids in issue-solving while improving creativity (Laing, 2014). All students may be empowered, become more independent, and reach their full potential by being guided in developing writing skills. Grade six learners are constantly full of questions and should be encouraged to work with them to find solutions.
Consequently, students are better able to build innovative or creative connections between concepts when they can generate ideas, combine ideas in fresh ways or generate unique ideas, then classify and develop their thoughts. The ability to generate several ideas without prior judgment should become second nature to students. Suspending judgment is a crucial step in brainstorming and keeping an open mind. Generating ideas and classifying them allow students’ minds to evaluate a wide range of options while creativity and elaboration push the boundaries of their thought processes. This strategy is helpful in creative and critical writing for learners, for instance, when generating ideas for a family trip.
Teachers may help the learners connect on a more sophisticated level by using analogies. Using this strategy, students can make fresh analogies and connect the content to previously understood ideas. Students skilled at using analogies have a framework for coming up with original ideas, seeing complicated linkages, and drawing unorthodox similarities. They engage the imagination and help pupils reach deeper understandings that help them become creative in writing.
In conclusion, any transactional writing should be thoroughly prepared for by teachers, who should find the time to do so. When teachers do not have enough time to prepare a transactional writing exercise, they frequently fall back on merely handing essays in the classroom. This is one method they manage to put students at a little disadvantage in their attempt to master this crucial ability. In addition, the discussed strategies offer crucial techniques teachers may use to identify and foster creative and critical writing in all learners. To succeed wherever they go in the world, learners should be taught how to write in both social and business styles. It may occur in a classroom, a social situation, or one of their future employment. The acquired knowledge becomes a lifelong asset that aids in their intended achievement.
Reference List
Koutsoftas, A. D. (2018). Writing-process products of fourth-and sixth-grade children: A descriptive study. The Elementary School Journal, 118(4), 632-653.
Laing, H. (2014). An atmosphere of possibility: teaching creative writing. Literacy Learning: The Middle Years, 22(1), 23-30.
Rosenblatt, L. M. (2018). The transactional theory of reading and writing. In Theoretical models and processes of literacy (pp. 451-479). Routledge.