Skip to main content

What is writing?

What is writing?

Writing can be defined by a series o f contrasts: 

• It is both a physical and a mental act. At the most basic level, writing is the physical act of committing words or ideas to some medium, whether it is hieroglyphics inked onto parchment or an e-mail message typed into a computer. On the other hand, writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. 

• Its purpose is both to express and impress. Writers typically serve two masters: themselves, and their own desires to express an idea or feeling, and readers, also called the audience, who need to have ideas expressed in certain ways. Writers must then choose the best form for their writing-a shopping list, notes from a meeting, a scholarly article, a novel, or poetry are only a few of the choices. Each of these types of writing has a different level o f complexity, depending on its purpose. 

• It is both a process and a product. The writer imagines, organizes, drafts, edits, reads, and rereads. This process of writing is often cyclical, and sometimes disorderly. Ultimately, what the audience sees, whether it is an instructor or a wider audience, is a product—an essay, letter, story, or research report. These contrasts may seem merely like clever or convenient ways to break down the larger concept. In fact, they point to the source of many conflicts and misunderstandings about writing and the teaching of writing.


Popular posts from this blog

staff and stuff

staff ; (administrative employees) موظفون

The staff at the university handle the managerial tasks for the professors. يتولى موظفو الجامعة المهامّ الإدارية عن الأساتذة.

stuff informal (things) أشياء

What is this stuff over here in the corner? ما هذه الأشياء في الزاوية؟

Names of baby animals in English

Names of baby animals in English:
ﺃَﺳَﻤَﺎﺀ ﺻِﻐَﺎﺭ ﺍﻟْﺤَﻴَﻮَﺍﻧَﺎﺕ ﺑِﺎﻟﻠُّﻐَﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ :

1. Bear (ﺩﺏّ) - Cub (ﺍﻟﺪَّﻳْﺴَﻢُ)
2. Bird (ﻃﻴﺮ) - hatchling, chick (ﻓﺮﺥ)
3. Buffalo (ﺟﺎﻣﻮﺱ) - calf (ﻋﺠﻞ)
4. Butterfly (ﻓﺮﺍﺷﺔ) - pupa, caterpillar (ﺷﺮﻧﻘﺔ)
5. Camel (ﺟَﻤﻞ) - calf (ﻋﺠﻞ)
6. Cat (ﻗﻄّﺔ) - Kitten (ﻫﺮﻳﺮﺓ)
7. Cow (ﺑﻘﺮﺓ) - Calf (ﻋﺠﻞ)
8. Deer (ﻏﺰﺍﻝ) - Fawn (ﺧﺸﻴﺶ)
9. Dog (ﻛﻠﺐ) - Pup (ﺟﺮﻭ)
10. Donkey (ﺣﻤﺎﺭ) - Foal (ﺍﻟﺠﺤﺶ)
11. Duck (ﺑﻄّﺔ) - Duckling (ﺑﻄّﺔ ﺻﻐﻴﺮﺓ)
12. Elephant (ﻓﻴﻞ) - Calf (ﺩَّﻏْﻔَﻞُ)
13. Frog (ﺿﻔﺪﻉ) - Tadpole (ﺃﺑﻮ ﺫُﻧﻴﺒﺔ)
14. Goat (ﻣَﺎﻋَﺰَ) - kid (ﺟﺪﻱ)
15. Horse (ﺣﺼﺎﻥ) - foal, colt (male), filly
(female) ( ﺍﻟﻤﻬﺮ ﻣﺬﻛﺮ- ﺍﻟﻤﻬﺮﺓ ﻣﺆﻧﺚ )
16. Kangaroo (ﻛﻨﻐﺮ) - Joey (ﻣُﻬْﺮ)
17. Monkey (ﻗﺮﺩ) - infant (ﺍﻟﻘﺸﺔ)
18. Lion (ﺃﺳﺪ) - Cub (ﺍﻟﺸﺒﻞ)
19. Sheep (ﺧِﺮﺍﻑ) - Lamb (ﺣﻤﻞ)
20. Tiger (ﻧﻤﺮ) - Cub (ﺍﻟﻔِﺰْﺭُ)

Sight Word Matchup

Sight Word Matchup
Skill: Reading one- and two-letter sight words
Players: Whole class
Object: To find the player with the matching sight word- and two-letter sight words
Materials: 26 word cards: a, I, am, an, as, at, be, by, do, go, he, if, in, is, it, me, my, no, of, on, or, so, to, up, us, we How to Play
1. Photocopy and cut apart enough word cards so that there are two cards for each word and each pair of players.
2. Mix up the cards. Distribute them randomly, one card to each player. Tell children not to look at their cards until you say “Go.”
3. When you say “Go,” players look at their cards and find a classmate with the same word. Once children pair up, have them spell out and then read their word together and sit down.

From Here to There

From Here to ThereSkill: Reading homophones Players: Whole class Object: To line up using high-frequency homophones Materials: • 22 word cards: ate, eight, buy, by, for, four, know, no, one, won, hour, our, hear, here, right, write, to, too, two, their, there, they’re
How to Play
1. Photocopy and cut apart the word cards. Distribute one word card to each player. If necessary, have some children pair up (because there are only 22 cards). 
2. Call on children to read the word on their card and think about how they would use it in a sentence.
3. Randomly call out a word (see Materials box) and use it in a sentence. The player with that word card can get in line after saying the word, spelling it, and using it in another sentence. Then the player(s) with a homophone for that word reads it, spells it, uses it in a sentence, and gets in line. 
4. Collect the word cards after all children are in line.

Figures of Speech : Euphemism

Figures of Speech : Euphemism

Figures of Speech : Irony

Figures of Speech : Irony

Reflexive Pronouns

Reflexive Pronouns

Use the reflexive  pronoun when the subject and the object are the same person. 

myself ourselves yourself yourselves 

Ex. He likes to look at himself in the mirror. 

himself/herself/itself themselves 

Note: You can also use the reflexive  pronoun to say that you did something without anyone’s help: I fixed the hair dryer myself.

Wither , Weather , and Whither

Wither = (v.) become dry and shriveled = يذبل = يفقد الحيوية = يُذبل شيئًا، يُذوي شيئًا 
Weather = (n.) climate = الطقس 
Ex.  1-Flowers *wither* in hot *weather*. 🌺🌞  2-Evelyn forgot to water her houseplants and they withered.  3-Glenn's enthusiasm withered after ten years doing the same job. Simon and Janet's love withered as they began to understand the practicalities of running a home and raising children.  4-The intense heat from the sun withered the delicate seedlings.  5-The weather is nice today.  6-There was some weather earlier this week. 
Whither = (adv.) to where, to what place or state = حيثما = أين؟ = إلى أين؟ 
Ex.  1-*Whither* will Jo go for lunch? 🍣🍲  2-The decision when and whither to attack the enemy would be crucial.  3-Whither is the cook?  4-Whither is the ship sailing?

Whoever vs. Whomever

Whoever vs. Whomever
Don’t Say: Give the tickets to whomever can use them.  Say Instead: Give the tickets to whoever can use them.
Here’s Why: You may have been tempted to say “whomever” here, because it may seem to be the object of “to.” But actually the object of “to” is the whole final clause “whoever can use them.” Within that clause, the pronoun is the subject of the verb “can,” so the subjective case is required, and that’s “whoever.” 
Grammatically, “whoever” and “whomever” work the same way that “who” and “whom” do. Wherever you would use “who,” you use “whoever,” and wherever you would use “whom,” you use “whomever.” “Whoever” can be used as the subject of a verb, for example:
Whoever took my belt had better give it back.  Whoever said that was crazy.
Whomever” can put in an appearance as a verb’s object:
Please bring whomever you like to the picnic.
But these pronouns get tough when it’s hard to tell which part of the sentence determines which pronoun we should use. That’s what mig…

Principles for Teaching Writing

Principles for Teaching Writing

The following are a few principles that every teacher should consider while planning a course, whether it is a writing course, or a course in which writing will play a part. These principles can (and should) be adapted to the many different learning situations.
1. Understand your students’ reasons for writing. The greatest dissatisfaction with writing instruction comes when the teacher’s goals do not match the student’s, or when the teacher’s goals do not match those of the school or institution in which the student works. It is important to understand both and to convey goals to students in ways that make sense to them. Are the students required to take other courses? If so, which ones? Will those courses require writing? If so, what kind o f writing? This is not to say that your course should only be in service to other courses. However, if your curriculum includes a lot of personal writing, and the students’ other courses do not, what is your justifica…