Writing Skills Literature Review

Section One: Literature Review

Part One: Writing Skills:

The nature of the writing skill:

Broughton et al. (2003) indicated that writing is both private and public skill at the same time. It is private because of its solitary nature during composition, but it is public because of its publishing for an audience. As a result the conventions of writing tend to be less flexible and the used language tends to be standardized. This is necessary to avoid misunderstanding. English teachers should put into consideration some aspects to enable students to produce fluent, accurate and appropriate written English. These aspects are: mechanical problems, problems of accuracy, problems of style of writing, and problems of expressing what needs to be said.

When teachers care about coach writing to improve content, appearance and structures, students grow as effective writers.

5- "It's about much more than just writing." P.17. It is a fighting against the idea that good writers are born with a talent for language. Through teaching writing, teachers help students to develop their mental attitudes toward writing effort and as a result they develop their life skills.

Writing process:

Barber et al. (2006) indicated that writing process consists of the different stages a writer goes through for developing a piece of writing. These stages are:

1- Prewriting: It is a stage of planning. At this stage, the writer should identify the topic and purpose for writing, identify the audience, and generate ideas.

2- Drafting: In this stage, the writer should put ideas on paper and exploring new ideas. During this stage, the writer should not worry about spelling, grammar, or punctuation.

3- Revising: In this stage, the writer should decide what should be changed, added, or retained.

4- Editing: At this stage the writer should correct errors in sentence structure, usage, spelling, punctuation, and

b- Word meaning checklist: to help students to rate their understanding of a list of key words related to an investigated topic. c- Understanding key words: students need to understand key words meaning, not just dictionary meaning but also the contextual meaning.

4- Some research-based models for classroom practice: a- Scaffolded instruction: to support students through phases of learning to apply skills and strategies independently. Scaffolding can be divided into three types: individual scaffolding, content scaffolding, and material scaffolding. b- Self-Regulated strategy development (SRSD): It can be conducted with individual students small groups or entire classes.It contains six stages:

1- Develop background knowledge. 2- Discuss it.

3- Model it. 4- Memorize it. 5- Support it. 6- Independent performance. c- The POWER strategy: In this strategy, the writing process will be taught in five sequence stages: Prepare→Organize→Write→Edit→Rewrite.

(New South Wales (NSW) Department of Education and Training,