1. Strategies for Developing
Writing Skills

2. -Writing is one of the most difficult skills
-As students develop language skills, they often develop listening skills first, then speaking, then reading and finally writing. This is not true for 100% of language learners, but it is true for the majority of them

3. How to differentiate writing activities:
For example, the teacher may give a writing assignment that has A, B and C levels (or they can be number or color-coded)
Level A
copy a sentence or short passage exactly as it is written. This helps beginning-level students who are not very familiar with the language, but may be able to interpret some of the information as they copy it

4. Level B
students receive a paragraph or two that has blank spaces in the text. The students write the word or phrase that completes the sentence. This allows the student to write an amount that is not overwhelming and helps them comprehend the information

5. Level C
students write on their own, but perhaps they receive paragraph prompts or are allowed to look in a book, but must put the idea in their own.

7. There are many types of effective writing instruction used in classrooms today, Ex: process writing
graphic organizers as writing planning tools, vocabulary stretchers, etc
I will focus on a few writing activities that I think are useful when working with students

11. Language Experience Approach
In this approach, the teacher presents information to the students
Then the students tell the teacher what to write on the board to
explain the experience. Here are the steps:
1-Students have listened to the story, and then acted it out
2-The teacher stands by the board or a large sheet of paper and says to the students, "Tell me the story”
3-As each student tells a part of the story, the teacher writes it down on the board
4-Then the teacher tells the students, "Let's read the story together and listen to see if the story makes sense and if there is anything we want to change"
5-After reading the story, the teacher asks students if they want to change anything
7-When students have analyzed and corrected the whole text, the teacher may either circle a few more spots where students missed corrections and they can be challenged to figure out what the change should be, or the students can be instructed to copy the text with the corrections included
8-As a final activity, students are take the story home and read it

14. Error correction
"If I correct your English, I improve my English; if you correct your English, you improve yours."
the students should be responsible for correcting their own mistakes. If they weren't sure how to do it, they could check with a classmate, and if no one knew, then I would assist.

16. Quick Write
For "quick writes" I give the students a topic and then tell them to write as much as they can for five minutes. They need to keep their pencils on the paper and even if they can't think of anything to write or they are worried about how to spell things, they are supposed to keep writing. At the end of five minutes, the students count how many words they were able to write. The objective is that they will see progress in the amount of writing they are able to do in five minutes' time and hopefully apply this fluency to their essay writing

18. 🌸Editing check list :
🅾حرف O
يرمز الى ان الخطأ في التنظيم
Organization
‎© حرف C
يرمز الى ان الخطأ في الحروف الكبيره "كبيتل ليتر"
Capitalization
🅿 حرف P
يرمز الى ان الخطأ في علامات الترقيم
Punctuation 
حرف S
يرمز ان الخطأ اما في املاء الكلمه او خطأ في الجمله
Sentences// Spelling used editing

20. References