First written down, these arguments can then be presented in written and oral forms, thereby reinforcing English usage in two forms: written and oral (Walvoord, 1982). Further strategies for converting the teaching into a relevant exercise are by having students summarize and critique articles and drafts (Walvoord, 1982), and by using dyadic writing (both English and student's language side-by-side on the same page) as a useful study for both teaching and research of English (Aghbar and Alam, 1992). This can be done in various venues: visual aids, such as TV programs movies, documentaries; written texts such as books, or audio material.
Both the Interchange Student's Book 2 (Richards, Hull, & Proctor, 2008) and Grammar Dimensions: Teacher's Edition (Sadlier et al., 2000), for instance, masters all three of these perquisites by employing a simplistic, attractive, and consistent approach, and by integrating its exercise and content into everyday usage.
Conclusion
Writing can be fun, and, if taught in the right way, can certainly internalize English as an enjoyable and stimulating language. Students, when shown the extended value that mastering writing can provide them with since writing is essential in every subject area, will be more motivated to master the subject (Howie, 1984). In "A guidebook for teaching writing in content areas,' Howie demonstrates how a quick, exploratory, and creative style of writing can help students relate to the content style of the material in a fresh, engaging, immediate manner, thereby building connections, reflecting on, and retaining their learning.
According to Romano's description of high school teachers:
After all, high-school English teachers have subject matter to transmit. We know the way to do things. We know how to construct a paragraph, how to excise redundancy, how to maintain a point-of-view, how to formulate a thesis. We know so much that students don't. We must fill them up with all we know . . .
And in our haste to tell young writers how to do things, we forget that merely telling of new concepts doesn't usually lead to learning, and that students best learn what they're ready to learn, itching to learn (30)
We can show them how.
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