[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-164729-105":3,"detail-sidebar-cat-1-en-105":80,"doc-detail-164729-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","resources-for-writing-writing-implements-and-paper-selection","Resources for writing - Writing implements and paper selection","","Resources for writing focuses on selecting suitable writing implements and paper to support handwriting development across age groups. It explains how different pencil types and pens help build a mature pencil grasp, improve line quality, and avoid issues such as ink bleed and smudging for left-handers. It also provides practical guidance on appropriate paper formats, line sizes, directionality aids, and smooth transitions between blank and lined layouts. Finally, it outlines effective handwriting models using teacher demonstrations and alphabet card references.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/paper-templates/","Paper Templates",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/resources-for-writing-writing-implements-and-paper-selection/164729/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/resources-for-writing-writing-implements-and-paper-selection/164729.png","ImageObject",442,249,{"name":42,"@type":43},"Ivy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-20","2026-08-31",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How should teachers choose writing implements for students?","Question",{"text":62,"@type":63},"Teachers should consider each student’s needs and select tools that support a mature pencil grasp, clear letter formation, and appropriate line quality while avoiding problems like smudging for left-handers and ink penetration for double-sided writing.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What paper types and line sizes are recommended across school years?",{"text":67,"@type":63},"The guidance recommends starting many younger students with blank A4 and dotted thirds (with specified line depths), then transitioning later to lined paper divided into thirds, and gradually reducing reliance on dotted thirds as students enter the middle years using smaller letter sizes.",{"name":69,"@type":60,"acceptedAnswer":70},"How can left-handed students be supported with handwriting models?",{"text":71,"@type":63},"For left-handers, teachers may need alternate instructions and model directions for certain letters, since stroke direction can differ. Alphabet card models and careful observation help ensure correct starting points and direction are practiced.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},164729,1788159893,{"code":4,"msg":81,"data":82},"success",[83,88,93,98,103,108,113,118,122],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},11,"Presentations",90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":120,"slug":121},21,5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":81,"data":127},{"doc_id":78,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":119,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":79,"read_time":26},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","Resources for writing\nAll students will benefit from the opportunity to use a wide variety of writing implements and surfaces and the opportunity to experiment. However, teachers will give careful consideration to the suitability of writing implements and paper given to students for instructional and extensive use.\nWriting implements\nStandard ‘adult’ writing implements support students’ handwriting development as they:\nhelp students develop a mature pencil grasp\nare thin enough for the point to be easily seen by the writer – this avoids leaning over work which detracts from good posture\nproduce a fine line to enhance the detail of letter shapes.\nHowever, younger children (both left-and right handers) may prefer pencils with a slightly large diameter as they are easier for them to hold, and triangle pencils help to promote the development of a mature grasp. Pencils with raised dots, indents, grooves and built in grips also encourage the development of a mature pencil grasp (Mackenzie & Spokes, 2024).\nStudents learning to write like to produce dark and contrasting lines so 2B and B standardised pencils and felt or nylon-tipped pens are recommended for both right and left-handed learners. Some thin-barrelled crayons may be appropriate. Some brands of felt-tipped pen are unsuitable if both sides of the paper are to be written on, since the ink penetrates the paper.\nWhen students have developed a mature grasp and are forming letters efficiently and automatically HB pencils can also be used while. fluent writers can be introduced to the use of ballpoint pens and roller-ball pens.\nWhile many students will find these implements appropriate, implements should be selected to meet students’ individual needs. Pens that smudge easily should be avoided with left-handers.\nAs students develop control and competence, usually during the middle years of schooling, fountain pens and calligraphy pens can be introduced and used in addition to the other writing implements.\nPen holders and triangular-shaped pencils\nFor young children some standard holders may need to be shortened.\nMoulded plastic devices designed to hold pens and pencils may assist students having trouble developing the precision grip, as may triangular-shaped pencils. However, as their purpose is to assist in developing pencil grasp, they are best viewed as a short-term measure, possibly only employed in Prep and Grade 1.\nPaper\nWhile general recommendations can be made regarding paper and line sizes for handwriting instruction, paper should be selected to meet students’ individual needs.\nMany students in Prep and Year 1 will find appropriate:\nblank A4 paper\ndotted thirds with a line depth of 24 mm (letter size 8 mm)\nBlank                                                                     Lined\nMany students beginning school will use blank paper for much of the year and be introduced to lined paper divided into thirds later in the year. The transition from blank paper to lined paper divided into thirds can be facilitated by having students learn to write letter bodies sitting on a single line or on the crease of a folded blank sheet. If beginning, emergent or early writers form letters with the letter body not sitting on the line, teachers can refer the student to their alphabet card to highlight letter placement or can model the correct placement on the student’s page.\nPlacing the paper in the ‘landscape’ position may assist students establishing the understandings of directionality and return sweep. Once these concepts are understood, A4 paper placed in a ‘portrait’ rather than ‘landscape’ position may reduce body leaning.\nMany students in Years 2 and 3 will find appropriate:\nA4 sheets and exercise books divided into dotted thirds with a line depth of 18 mm (letter size: 6 mm)\nMany students in Year 4 will find appropriate:\nan introduction to 14 mm exercise books (letter size: about 5 mm)\nDotted thirds with a line depth of 18 mm (letter size 6 mm) may still be appropriate for some ","cbCaihITKr6ZFDma","https://ap.wps.com/l/cbCaihITKr6ZFDma","docx",1703446,"English","# Writing implements\n## Pen and pencil selection by learner needs\n# Paper\n## Blank vs lined paper and dotted thirds\n# Publishing and models\n## Teacher dynamic models and alphabet cards","[{\"question\":\"How should teachers choose writing implements for students?\",\"answer\":\"Teachers should consider each student’s needs and select tools that support a mature pencil grasp, clear letter formation, and appropriate line quality while avoiding problems like smudging for left-handers and ink penetration for double-sided writing.\"},{\"question\":\"What paper types and line sizes are recommended across school years?\",\"answer\":\"The guidance recommends starting many younger students with blank A4 and dotted thirds (with specified line depths), then transitioning later to lined paper divided into thirds, and gradually reducing reliance on dotted thirds as students enter the middle years using smaller letter sizes.\"},{\"question\":\"How can left-handed students be supported with handwriting models?\",\"answer\":\"For left-handers, teachers may need alternate instructions and model directions for certain letters, since stroke direction can differ. Alphabet card models and careful observation help ensure correct starting points and direction are practiced.\"}]","Resources for writing - Writing implements and paper selection | DOCX"]