On the whole, it is ostensible that the students' books from the two schoolrooms differ significantly from unmatchable an early(a). To demoralize with, the writings from the jump classroom, which had been revised in accordance with the feedback provided by the t each(prenominal)er, can be considered to be more grammatically cliptle than those from the gage classroom. Furthermore, it is important to point out that the writings from the first classroom are more formal than the second set of writings because the former seek to adhere to written linguistic process conventions. This fact can be attributed to the first classroom's teacher's focus on correcting the grammatical aspects of the students' writings. The feedback was primarily limited to identifying spelling errors, punctuation and other grammatical errors. The teacher also suggested ways for the students to link their ideas with conjunction phrases to smooth the transition of ideas. In contrast, the written conversations from the second classroom (uncorrected by the teacher) are full of colloquial statements and incomplete sentences. Because they reduplicate the students' conversations, these written conversations are extremely informal and conversational.
While the above discussion may suggest that written convers
ations do not enable students to learn how to frame in accordance with written language conventions, it is important to challenge this perspective by comparing the quality of the content of the two sets of writings. The writings from the first classroom principally consist of a set of descriptive statements that are loosely connected with one another. Even more prominently, the student writers did not present their perspectives, admit inferences some the texts and connect the texts to their personal experiences.
Essentially, these writings appear "lifeless" and un beting, when juxtaposed with the writings from the second classroom.
Teachers should utilize written conversations as the initial part of the process to stimulate student interest in reading and discussing texts. This technique helps to ease the students into the transition from patois to writing. Furthermore, the interaction between the two students will provide each individual with the opportunity to critically reflect on the perspectives of their partners.
Reflections about the book, which are produced after the written conversation, should be considered to be the second step in the process of writing. Based on the ideas unquestionable during the written conversations, students are able to produce longer writings that integrate the ideas in an informal report that adheres more about to written language conventions.
Finally, in the ultimate phase of the writing process, students should be expected to produce a formal typography of writing by analyzing the different components of the book. The teacher should provide rule of thumb
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