Paragraph is a group of related sentences dealing with central idea. It important to practice writing, develop writing skill, organize thoughts and improve the bent expression. starts an attitude in topic sentence, develops coherently cohesively supporting ideas ends restatement theme sentence. requires two factors – free hand in-depth knowledge on rules introducing, developing, modulating term...

In recent years, there has been an increasing amount of literature on genre-based approaches to writing instruction. However, scant attention has been paid to the use of genre-based scaffolding in the realm of academic writing. Hence, in an attempt to tackle the problems prevalent in academic writing, this study set out to investigate the effect of genre-based scaffolding through sentence start...

summary writing is associated with lots of cognitive and metacognitive complexities that necessitates instruction (hirvela & du, 2013). contrary to majority of studies carried out on summarization instruction, the present study addressed the underlying processes or microgenetic developments of the iranian efl learners’ summary writing. to this end, 41 male and female undergraduate students ...

Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing...

the study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in l1, and listening comprehension + dictio...

The present study-both qualitative and quantitative--explored fifty EFL learners’ preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. The study also examined the effect of the students’ level of writing ability on their views about the importance of teacher feedback on different error types. Data was gathered throug...

Summary writing is associated with lots of cognitive and metacognitive complexities that necessitates instruction (Hirvela & Du, 2013). Contrary to majority of studies carried out on summarization instruction, the present study addressed the underlying processes or microgenetic developments of the Iranian EFL learners’ summary writing. To this end, 41 male and female undergraduate students rece...