http://www.biseriapuneet.com/topics/communication-skills/326-everythingabout-writing-1 Writi ng (An EXACT man) Are you able to….. Write English with no Grammatical Errors? Write complex documents? Write down suggestions if anyone ask for it? Analyze the data and summarize it? Write letters to friends and relatives? Write e-mails/business letters/official letters? Write to various institutions/officials and seek relevant information? Lodge complaints/express thanks/tender apology? Write applications/fill in Application Forms/prepare a Biodata without any help? Write formal and informal reports to describe an event? Write your opinion/arguments? Write papers for taking part in symposia? Take down notes from talks and lectures? Make notes from various resources for later reference? Write answers in examination according to the requirement/questions? . If your answer to most of these questions is YES, then think more objectively, are you REALLY very good at it? . If your answer is still yes, Just read the quotes I have collected, and that would be all that you need. . In case, your answer is not yes, please go through the text. I have compiled the material in such a manner that after reading it, you will know everything you should know about writing. . If you are an English Medium (or a Hindi Medium) student, your education for all these years should have enabled you to do EVERYTHING mentioned above, in a reasonably good manner. However, my experience (as a teacher for several years, in several schools/colleges) tells me that most of the students are UNABLE to do most of the things. . 4 absolute reasons why you are not good at English . 1. Most of the teachers do not know that we WRITE so that people can READ what we have to SAY. . That is to say, that SPEAKING is primary function of the using a language, and therefore, we should WRITE as we SPEAK. In fact, We should WRITE in a CONVERSATIONAL TONE. When any one writes it is possible that s/he can commit some grammatical errors here and there. It is pretty okay to not write perfectly. . 2. Most of the English teachers still think that the Standard old English is CORRECT. . They keep on reminding the students that “the standard Old English” is the real English. And that students should try to write in a stiff, overformal, pompous, and artificial manner. Thus since the very beginning we are forced to construct sentences like, “with due respect, I beg to say that..” “we solicit your esteemed presence on the auspicious occasion of….” “it is an honour indeed…” They strictly PROHIBIT the students from using colloquial English. Now, such sort of English was prevalent during the British Raaj, but even the native speakers of English have rejected such use several decades ago and have adopted an informal, colloquial style of English because it is EASY and CLEAR. Because Standard Old English is less logical and very rigid, most of the students fail to understand it and abandon all hopes of acquiring it. 3. The Desire to Overcorrect. Most of the English teachers have a tendency to overcorrect. They have a desire to show off their knowledge by making red circles here and there. The students start to believe that, “I cannot write perfectly and the teacher cannot help it to spit blood on my answer sheet, and therefore it is better not to try. All I will do is cram it and vomit it on the answer sheet. And that should be sufficient enough to do the trick.” 4. Most of the English teachers recommend constructing complex sentences. Most of the teachers encourage the students to show off the knowledge. They condition the students to write complex sentences, use difficult words, and roundabout expressions believing that it shows intelligence and their command over the language. And the students are conditioned to think that the bigger the sentence, the better. But just think …. Do you think anyone has time now-a-days to go thorough complex and overformal sentence constructions and figure out the meaning? By and by, we have started using an overformal unintelligible way, thinking that it is real English. . What should you do? If you are about to write anything for someone, you must know about the General Attitude of every PRITVIWAASI (Earthling / Worldling / Tellurian / Earthman). I have created an image for this, because images are easy to remember. The second image though is an exaggeration, but will imprint the sentiment of every human being on this planet, who reads. I put the text in pictures, so that whenever you WRITE, it would be easier for you to keep these two sentences in your mind. Therefore, The most EFFECTIVE technique for writing EFFECTIVELY is to follow these 3 steps. Step 1 : Tell what you are going to tell. Step 2 : Tell it. Step 3 : Then tell what you have told. And if it takes more words, give it more thought. Now, because we just want to have a working knowledge of writing, I will answer the following questions. What is writing? How should you write? What should you write? Who should write? When should you write? Where should you write? Why should you write? . What is WRITING ? To write means to describe or record (ideas, experiences, etc) in writing. . How should you WRITE? 22 absolutely essential rules of writing effectively. 1. Begin with the end in mind. Know what you are writing about? What do you want to be the outcome of the communication? Ask yourself: what I am trying to say? Be very clear about this, and then start to write. While writing look at what you have written and ask yourself: have I said it? 2. Brainstorm. Write down the main ideas. Then write all the associated ideas. It can be right or wrong. It does not matter. 3. Research. If you're writing about anything, look up the information or seek out an expert to ask questions. Search for information online. Type your topic into a search engine and sift through the top 10 or 20 results. However, understand that internet sources are not 100% reliable and/or accurate. 4. Try Freewriting. Set an hour and write continuously for one hour. Do NOT worry about spellings, grammar or errors. Just write. Do not make any corrections. Allow yourself to freely stray off topic. Write as many thoughts as possible. This technique helps a writer explore a particular subject before putting ideas into a more basic context. Freewriting is often done on a daily basis as a part of the writer's daily routine. 5. Know your audience. Know about their age, education, interest. This will help you to understand what they want to read. Is it easy to understand for someone who has come across the subject for the first time? 6. Be unique. If you are writing about something try to be unique. You should relate new information to the topic. Bring new ideas to the topic. Provide information so that it becomes more interesting and enriching. Use different media to be more specific and lucid. 7. Always concentrate on “why are you writing?” Are you writing to SUGGEST Are you writing to ORDER? Are you writing to WARN? Are you writing to EDUCATE? Are you writing to MOTIVATE? Are you writing to INFORM? Are you writing to ADVISE? And SET the tone accordingly. 8. Pay attention to detail. Avoid spelling mistakes. Check the dictionary regularly. Do not use Spellchecker while writing on computer, as it destroys your capacity to spell. Pay attention to punctuation. Be correct. GRAMMATICALLY and FACTUALLY. You must be able to back everything you have written. 9. Be economical with words. Use only as many words as you need to tell LUCIDLY. Use short sentences and short paragraphs. Aim for an average of 15-20 words per sentence. Make only one point per sentence. Break long sentences into 2-3 short ones. Short sentences (and short paragraphs) are easier to read. Send telegrams, not essays. That is to say, not a word in excess, every sentence stripped to its cleanest component. 10. Readers do not have a lot of time. Be straightforward. Get to the point. Don't beat around the bush. Say what you think - in simple, clear sentences. The shorter your paper, the better the chance it will be read. 11. Aim to be understood Whatever you write must be easy and clear to understand. It should be read and understood instantly. Use familiar words and uncomplicated sentences. Use plain language. Make it easy to read. For extra emphasis, underline entire sentences and number your points. Be brief and natural. Use simple words. Use everyday words and expressions. Do not use heavy/difficult words. Stick to words you use in everyday conversation. 12. Do not be emotional Do not write anything if you are under the influence of any emotion. Do not write that something is sensational , disturbing, horrendous, extraordinary. Just present the story and let the reader judge. Do not use adjectives/adverbs to show your emotions. 13. Keep it personal Adopt a 'YOU” and “I” approach. People respond more positively when addressed personally. 14. Edit what you have written. Second thoughts are better. Rewrite, with an eye toward simplifying and clarifying. Write on day one. Then Revise, Rearrange and Remove (unnecessary things) on the second day. Remove misspellings, grammatical errors and repetitions. Edit ruthlessly. If it is just ALRIGHT, remove it. Check for coherency. All parts of the story should make sense together. Check for necessity. All parts of the story should contribute. Check for logical gaps. Do the plot points flow smoothly into one another, or are there some logical gaps? 15. Remove unnecessary words. Be especially careful of: Use ADJECTIVES and ADVERBS sparingly. Many pieces of writing can be improved by deleting entire paragraphs, and sometimes even the complete writing itself. Take the time to boil down your points. 16. Proofread. Read what you have written so as to remove the grammatical errors, spelling mistakes, and semantic errors. You can even correct the tone if you find that it is not appropriate. 17. Get FEEDBACK This is a very important step. There is a difference what you have written and how others perceive it. Get feedback from someone whose opinion you respect and trust. Someone who either reads a lot or writes themselves. Ask them how could it be made better? Allow them to be honest and thorough. Only honest feedback (which is usually the criticism) can make you a write better. If two or more people point out the same thing, you should take it very seriously. 18. Use the active voice Do not write as was written during the British Raaj. Use forceful and direct form of speech. Be direct Say what you want to say, using the most familiar words, and as clearly as possible. 19. Expand your vocabulary. Expanding your vocabulary will give you the option of being more precise with your words. Find the right word. Know its precise meaning. 20. Don't exaggerate. No hyperbolic statements. 21. Handle numbers consistently. It is a general rule to spell out numbers from one to ten. And numerals are used for 11 and up. Do not write million or billion. Use hundreds and thousands. 22. Read a lot. Read what you want to write. It provides you with ideas. You learn gradually how to write and develop your way with words. You learn how your writing SOUNDS. You can also work on the way you do not want to sound. Read everyday. Even if it is only 20 minutes a day. Regularity gives you an edge. What should you WRITE? Write. Write about anything. Do it every day. Maintain a diary. If you want to write successfully, you must first write regularly. Who should WRITE? Everyone. When should you WRITE? Whenever you feel comfortable. But everyday devote at least 20 minutes of writing. Where should you WRITE? Wherever you feel comfortable. Why should you write? To be good at it. Some Quotes The act of writing itself is done in secret, like masturbation — Stephen King ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ An author at work is like an oyster, clam-quiet and busy — Rumer Godden ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ An author who speaks of his own books is almost as bad as a mother who talks about her own children —Benjamin Disraeli ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Being a writer in a library is rather like being a eunuch in a harem —John Braine, New York Times, Oct. 7, 1961 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Grammar is an art. Style is a gift. You are born with your style, just as you are born with your voice —Anatole France ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Like thrifty French cooks, waste nothing —Leslie Garis, New York Times Magazine, February 8, 1987 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ A well-written life is almost as rare as a well-spent one — Thomas Carlyle ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ A writer may take to long words, as young men to beards, to impress —F. L. Lucas ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writers, like teeth, are divided into incisors and grinders — Walter Bagehot ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writing is like pulling the trigger of a gun: if you are not loaded, nothing happens —Henry Seidel ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writing is like serving a jail sentence, you’re not free until you’ve done time on the rock-heap —Paul Theroux ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writing is like writing a check … it’s easy to write a check if you have enough money in the bank, and writing comes more easily if you have something to say —Sholem Asch ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writing … it is rather like building a house, every separate word is another brick laid into place, cemented to its fellows, and gradually you begin to see the wall beginning to rise, and you know that the rooms inside will take their shape as you intended —Vita Sackville-West ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Your article should be like a lady’s skirt: long enough to cover the essentials, and short enough to be interesting —editorial advice to free lancers, PhotoGraphic, January 1987 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Learn to write well, or do not write at all. ~ John Sheffield ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In European union countries, it is IMPOSED by the law that all types of CONSUMER CONTRACTS must be written in plain INTELLIGIBLE language. Even the president of USA in 1998 Mr. Clinton issued a memorandum, “Plain Language in Government Writing” “The Federal Government's writing must be in plain language. By using plain language, we send a clear message about what the Government is doing, what it requires, and what services it offers. Plain language saves the Government and the private sector time, effort, and money. Plain language requirements vary from one document to another, depending on the intended audience. Plain language documents have logical organization, easy-to-read design features, and use: 1. common, everyday words, except for necessary technical terms: 2. "you" and other pronouns: 3. the active voice; and 4. short sentences.” ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ When writing Berkshire Hathaway's annual report, I pretend that I'm talking to my sisters.~ Warren Buffett ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ My goal is simply to give them the information I would wish them to supply me if our positions were reversed. To succeed, I don't need to be Shakespeare; I must, though, have a sincere desire to inform." - Warren Buffett ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "Write with a specific person in mind." - Warren Buffett ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I have no trouble picturing them: though highly intelligent, they are not experts in accounting or finance. They will understand plain English, but jargon may puzzle them." - Warren Buffett ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The first rule of style is to have something to say. The second rule is to control yourself. When you have two things to say: say first one, then the other, not BOTH at the same time. ~ George Polya, a Hungarian mathematician. (PRETTY OBVIOUS…!!!) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Only stories are really readable …. If you want to convey information effectively, you’d better make use of characters, drama, conflict, a plot, and a denouement…. If there are no people visible on the scene, it is your business to put people there. ~ The Art of Readable Writing, ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ People Love Stories ~ Stories are really readable. If you want to convey information effectively, you should make use of characters, drama, conflict, plot, and a conclusion. …. If there are no characters put people there. ~ Harper and Row, 1949, the art of reading writing ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Do not write about man, write about a man. Whenever possible, tell what you want to tell in a form of a story. ~ Harper and Row, 1949, the art of reading writin ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Do not report what was said. Write exactly what was said. It will allow you to be BRIEF and ACCURATE. A story is more interesting, if it is narrated in the form of DIALOGUES. Even if the dialogues are in bad English. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If you wish to write good English, then you must study writing in your mother tongue. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ A scrupulous writer, in every sentence that he writes, will ask himself at least four questions, thus: What am I trying to say? What words will express it? What image or idiom will make it clearer? Is this image fresh enough to have an effect? And he will probably ask himself two more: Could I put it more shortly? Have I said anything that is avoidably ugly? ~George Orwell ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Prefer the FAMILIAR word to the FAR-FETCHED. Prefer the CONCRETE word to the ABSTRACT. Prefer the SINGLE WORD to the CIRCUMLOCUTION. Prefer the SHORT word to the LONG. Prefer the SAXON word to the ROMANCE. ~ the 6 rules by Henry Watson Fowler & Francis George Fowler in The King’s English, II edition 1908. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In composing, as a general rule, run your pen through every other word you have written; you have no idea what vigor it will give your style. ~Sydney Smith ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ That writer does the most, who gives his reader the most knowledge, and takes from him the least time. ~Charles Caleb Colton ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "In good prose (says Schlegel) every word should be underlined!" that is, every word should be the right one; and then no one would be righter than another. There are no italics in Plato. ~Augustus William Hare and Julius Charles Hare, Guesses at Truth, by Two Brothers, 1827 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If any man will draw up his case, and put his name at the foot of the first page, I will give him an immediate reply. Where he compels me to turn over the sheet, he must wait my leisure. ~Lord Sandwich ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If you can't write your idea on the back of my calling card, you don't have a clear idea. ~David Belasco ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writing CAN be taught and therefore, writing SHOULD be taught. But it cannot be taught by those boring course books. Even if we have to let them read comics (or other sort of books which they find interesting) we should let them do it. ~ puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ …and as English teachers we must teach our students what is RELEVANT. ~ puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ There is only one thing which people do not have, and that thing is TIME. Time is the DEAREST commodity now-a-days. So write to save the time of your readers. ~ puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Most of the English teachers of India, still consider Wren & Martin to be THE ABSOLUTE book on grammar. ~ puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ First of all, ask the students to forget everything about grammar and get them speak into a tape recorder. Now…what they SPEAK is not important - they can speak anything. But for complete 5 minutes they should keep on speaking. If they cannot think of what to say next, they can keep on repeating the last word until they can think of something. The recordings can be used after 6 months to see the visible benefits of using this technique. The same technique can be used for WRITING. This exercise is very good for building confidence and is a very good exercise to make the students feel comfortable with SPEAKING and/or WRITING. ~ puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that every word tell. ~ William Strunk ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The paragraph is an appropriate “middle” grammatical unit between sentence and discourse. The paragraph formation by competent users of the language shapes the text with a PARTICULAR purpose in mind. As such there is no particular format of designing a paragraph. You can break the paragraph in anyway you like. It is neither right nor wrong. There can be as many sentences in it as you want. However, if you put 3-4 sentences in each paragraph, it would be easier for the readers to UNDERSTAND. Secondly, change the paragraph if it is a different thought. Basically, this is everything which you need to know about the PARAGRAPH STRUCTURING. ~ puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The 4 most important phases of the writing process are: Planning, Translating, Reviewing and Monitoring. The Planning phase involves thinking about these 3 parts which are Introductory Part, Supportive Part, and Concluding Part. The Translating phase involves translating our ABSTRACT thoughts into CONCRETE words. It also involves the development of the thought which involves Describing, Narrating, Reporting and Arguing. The Reviewing phase involves editing, reformulating, and refining what is written. The Monitoring phase involves continual assessment of what we have planned, translated, and reviewed. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ And therefore teachers, if you have any desire to do something for your students, teach them HOW to write and not WHAT to write. It is always better to focus on the PROCESS and not on the OUTCOME. ~puneet biseria ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In 1977, Shaughnessy wrote about 5 basic types of rhetorical organisation which are as follows:1. What happened (Narrative) 2. How it sounds/smell/look (Description) 3. How does it sounds/smell/look like (Comparison/Contrast) 4. What it (may have, probably, certainly) have caused (Causal/Evaluative) 5. What should be done (Problem Solving, Possible Solution, Assessment of the Solution) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ What is difference between COHESION and COHERENCE? Cohesion is related to the grammatical and lexical relationship of the various elements of a text. It is related to GRAMMAR. Coherence is related to the relating ideas. It is related to the CONTEXT. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ While Writing 1. Have something to say (the Purpose) 2. Know the level of audience (the Who) 3. Ideation (the Direction) 4. Writing the final copy (the Process) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The Process of Writing 1. Organizing the ideas 2. Linking ideas 3. Using correct grammar 4. Using the vocabulary according to the level of audience ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Writing is not caught like speaking is. One needs to learn vocabulary. Most of the teachers believe that teaching writing composition is a meaningless activity, the think that giving homework is sufficient to develop writing skills. Most of our students, as well as teachers who teach, do not have any training in communicating through writing. Ask any student to write something about himself and he will astonish you with his incompetency. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ However, with very large classes, it is impossible to teach the writing composition and evaluate what is written, and therefore, most of the teachers are forced to not teach writing composition. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ While writing applications or letters, most of the extremely experienced teachers concentrate on the format of the application and layout of the letter. They pay utmost attention to where particularly the particulars should be written, and they pay no attention to the body of the letter. How to effectively write the ideas which are to be conveyed. Likewise, all the extremely experienced teachers teach the rules of précis writing, but do not give any practice. And therefore the students who are taught by these extremely experienced teachers learn the rules of letter writing, essay writing, application writing, précis writing extremely well, but when it comes to apply that knowledge in what they write fail shamefully. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ An ideal way to teach writing is to follow this procedure 1. Prepare a list of standard letters/essays/ applications/ precis (It should include the standard questions which each form should answer) (why, when, who, what, where, how) 2. State what exactly is to be written 3. Let the students write what they can 4. Ask them to compare their own text by the standard format. 5. Modify accordingly. Gradually students will learn to plan, generate, draft, revise and rewrite. And thus they will learn to write better. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The four stages in the process of writing are 1. Pre-Writing 2. Writing 3. Editing 4. Rewriting ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ A good English teacher if he is teaching writing is one who Explains the concept Asks the students to write it in their own words Provides real life context Adopts a problem solving approach Praise what is appropriately written ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Mechanics of writing has three aspects Handwriting Spelling Punctuation ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ References:Heaton J.B 1988. Writing English Language Tests. London : Longman Shaughnessy, Mina P, 1978. Errors & Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press. Hamp- Lyons, Liz & Heasley, Ben. 1979. Study Writing: A Course in Written English for Academic and Professional Purposes. Oxford University Press. Jordan, R.R. 1980. Academic Writing Course. Glasgow: Collins. Sanford, A.J. & Garrod, S.C. 1981. Understanding Written LanguageChichester: Wiley. Schank, R.C. & Abelson, R. 1977. Scripts, Plans, Goals and Understanding. Hillsdale, N.J.: Lawrence Erlbaum. Radhakrishnan Pillai, Rajeevan K, and Bhaskaran Nair T. 1990. Written English for You. Madras, Emerald. Saraswathi V . 1979. Organised Writing. Madras, Orient Longman. Haekar D. amd Renshaw. R 1889 Writing with a Voice. Illinois, Scott, Coresman and company. Hedge T. 1988. Writing. ELBS. Oxford, Oxford University Press. Raines. Anri. 1983. Techniques in Teaching Writing. New York. Oxford University Heaton J.B. 1983, Writing English Language Tests. London : Longman Group Limited White R.V. 1980. Teaching Written English. London; Heinemann Educational Books. Raimes, Ann 1983. Techniques in Teaching Writing. New York, Oxford University Press Pincas, Anita 1982. Teaching English Writing London: Macmillan. Hedge, Tricia 1988 Writing. Oxford : Oxford University Press. Maley, Alan 1987. (ed) Writing. Oxford Supplementary Skills: Oxford University Press Saraswathi, V. 1979. Organized Writing 1 Madras: Orient Longman. Narayanaswami, V.R. 1979 Organized Writing 2 Madras: Orient Longman. Hedge Tricia. 1988 Writing; Oxford: Oxford University Press Tickoo, C and Sasikumar, J. 1979. Writing with a Purpose New Delhi: Oxford University Press Heaton JB: 1988 Writing English Language Tests. ELBS: Longman. Pillai, G , Rajeevan, K and Nair T.B. 1990. Written English for You. Madras: Emerald Publishers. Xavier, L. and Ramani, P.N. 1987 (Eds). Written Communication, Madras: Emerald Publishers. Bhaskaran, M.P. (eds.) (1989). Onward English : Language 1-5. Madras: Orient Longman. Freeman, S. (1977). Written Communication in English. Madras, Orient Longman Wright, A. (1989). Pictures for Language Learning, Cambridge: Cambridge University Press Xavier, L and Ramani, P.N. (1987). Written Communication I & II. Pondicherry, Pondicherry University Tickoo. M.L. and Bhaskaran, M.P. (eds.) (1985). Gulmohar Graded English Course: Practice Books 1-5. Madras: Orient Longman. End Session of