By Kathrin Vogler (Author)

Exam work from 2017 in the didactics department for the subject of German - grammar, style, working technology, grade: 2.5, University of Stuttgart, language: German, abstract: What is spelling? How did the German orthography come about? How do children learn the basics of (quite) writing? These questions should be investigated in the first part of this work. The second part deals with the capitalization and small writing. I would like to limit myself to the internal capitalization. It becomes clear that this aspect has always been one of the biggest problems for learners and is considered the cause of most errors in spelling. After a historical demolition for the development of the capitalization and small writing and the presentation of the problem situation, didactic approaches to impart the GKS are to be presented. It is then shown how the Duden explains the GKS before selected studies are presented, the evidence of which place the GKS takes in the errors in the spelling. The third part deals with the separate and merging, which according to the GKS represents the second largest source of error. First, the history of separate and collecting is shown. Then it is drawn to one of the largest problem areas within the GZS: the noun verb compounds. Explanation approaches and assistance should be given to known difficulty areas. Finally, the questions are investigated how children learn the GZS and what importance they occupy in the educational standards of the state of Baden-Württemberg. A comparative reference should be made to the GKS. In the fourth part, the newer graphematic research is to be dealt with, which the German (right) writing system observes from a different perspective: graphematic change, graphematical syllable and graphematic foot are keywords that I would like to rely on. In a final KO