Introduction
Contrary to much conventional wisdom, learning to write is significantly more challenging than acquiring an ability to read. Indeed, across history this has generally remained the case. For example, in mediaeval centres of learning, students would initially be required to endure a rigorous period of up to three years of rote learning various grammatical and structural rules prior to being allowed to even commence study on the first steps of rhetorical and writing skills. Many, perhaps the majority, never progressed beyond this point. Then, in the agricultural context of most societies until relatively recently, while basic word recognition could . . .
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