Online ISSN: 2515-8260

Enhancing student’s writing through pre-writing activities

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1. AllanazarovaMamuraAkhmedovna,2. AkhmedovaKhulkarOlimjonovna,3. DjuraevaKhosiyatkhonKhamidovna


Abstract Writing is a complicated capability that provides communication between the people by means of graphic signs. Like speaking, it is a productive skill; we record our messages to convey them to the recipient. Many writing initiatives have been discussed as ways to improve student writing. However, in order for teachers to successfully teach writing, they must be exposed to a variety of classroom-tested approaches (Williams J, 2012, p.89). Besides, teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. According to the ideas of Dan Kirby and Tom Liner (Inside Out: Strategies for Teaching Writing, p.32) succeeding as a writing teacher requires a pragmatic awareness of educational politics and the conflicts and questions within our discipline and a solid grasp of public notions about how writing classes should look, what skills are most important for students, and why writing might be useful or important. Public opinion often disagrees with instructional practices that are informed by research and by teachers’ experiences with students. They also mentioned that teaching writing is challenging; it may be one of the toughest jobs a teacher faces. If we are teaching in a middle school or a high school classroom, we know the depth of the challenges that large classes, students whose first language isn’t English, or russian and excessive absences—as well as the challenges we discussed previously—present for teaching and learning anything. Too many teachers work in schools clogged with test-prep demands and follow-the-script teaching expectations. It’s not much of a surprise, then, if some teachers try to avoid writing instruction entirely while others adopt the latest ―Teach Writing Quickly!‖ off-the-shelf product to make their lives a little easier. Effective teaching of writing takes time: time for practice, time to share writing, time to complete pieces of writing, and time to respond to and evaluate all of that writing. Many teachers are afraid of teaching writing precisely because it takes lots of time, in class and out. To teach writing well, we don’t look some place ―out there‖ for rules, formulas, and mimicry. We begin, instead, by teaching students to attend to their inner language, to their individual sensations, perceptions, emotions, incipient understandings, observations, and perspectives. Writing, like all other acts of creation, develops from the inside out. Last but not least, it should also be noted that teaching and learning to write can seem complicated for both teachers and students, but with the huge contribution of writing techniques and activities the writing classes are more likely to be intriguing and motivating.

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