Writing

The five-year-old child whose skills in symbolic representation are displayed here seems to be already familiar with some of the basic elements of writing. The sequence of letters goes from left to right, each letter is distinct from the next and generally well formed, and each word is separated from the next by larger spaces. The occasional spelling “mistake,” a traditional problem in written English, cannot disguise the fact that this child has already learned how to write.

We can define writing as the symbolic representation of language through the use of graphic signs. Unlike speech, it is a system that is not simply acquired, but has to be learned through sustained conscious effort. Not all languages have a written form and, even among people whose language has a well-established writing system, there are large numbers of individuals who cannot use the system.

In terms of human development, writing is a relatively recent phenomenon. We may be able to trace human attempts to represent information visually back to cave drawings made at least 20,000 years ago, or to clay tokens from about 10,000 years ago, which appear to have been an early attempt at bookkeeping, but these artifacts are best described as ancient precursors of writing. The earliest writing for which we have clear evidence is known as “cuneiform,” marked on clay tablets about 5,000 years ago. An ancient script that has a more obvious connection to writing systems in use today can be identified in inscriptions dated around 3,000 years ago.

Much of the evidence used in the reconstruction of ancient writing systems comes from inscriptions on stone or tablets. If those ancients were using other elaborate scripts on wood, leather or other perishable materials, we have lost them. But working from the inscriptions we do have, we can trace the development of one writing tradition, lasting a few thousand years, with which humans have sought to create a more permanent record of what was going on.

مواضيع ذات صلة

The Reader Knows Little or Nothing

The Reader Knows the Old and the New

DESCRIBING CHANGES TO PROCESSES

Dealing with Alternative Solutions

Proposing Steps to Solve Problems

DIFFICULT INTRODUCTORY FORMS

Our solution has not worked, what should we do?

Which alternative should we choose?

Do we have a problem?

How should we do what we want to do?

Should we do what we are thinking about doing?

COMMON PATTERNS OF INTRODUCTION