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MAIN TECHNIQUES OF WRITING PROCESS Norkuzieva Z.K.
Norkuzieva Zebo Kamalovna - Teacher,
DEPARTMENT FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article the talk goes about the ways of forcing the brain to work for the favor of one's writing. Exactly, the author gives illustrations about how to provoke your thoughts to write good and comprehensive composition. She also separates the methods in which the writer feels confident while transferring the ideas evoke in the brain into paper. Keywords: brainstorming, listing, free, clustering, EFL, loops.
Writing is the most important phenomenon in the life of the person who is involved with education process. It is the time to open the locked doors in your brain with intention to take something. Most people undertake the process but, without results. They simply go inside and get back as soon as possible. Because, whenever they touch the things in that part of their brain, they can't grab it, thus they slide every time. If they develop the following methods they become a master of their mission. So here are some of the main techniques of thought provoking ideas for writing [1].
Brainstorming: This is often a group exercise in which all of the students in the class are encouraged to participate by sharing their collective knowledge about subject. One way to structure teacher to suggest a broad topic, such as for choosing a particular academic major and have students call out as many associations as possible which the teacher can then write on the board. The result would be far more material generated than any student is likely to think of on his/her and then all students can utilize any or all of the information when turnings to the preparation of their first drafts.
Listing: Unlike brainstorming, as described above, listing can be a quiet essentially individual activity. Again, as a first step in finding an approach to a particular subject area (such as the use and abuse of power, to cite an example), the students are encouraged to produce as lengthy a list as possible of all the subcategories that come to mind as they think about the topic at hand. This is an especially useful activity for students who might be constrained by undue concern for expressing their thoughts grammatically correct sentences, because lists do not require complete sentence [1].
Free writing: Suggested by Elbow for helping native speakers break through the difficulty of getting started, free writing is also known by various other terms, such as wet-ink writing and quick-writing. The main idea of this technique is to write for a specific period of time (usually about 5 minutes) without taking their pen from the page. As Elbow puts it, "Don't stop for anything. Never stop to look back, to cross something out... to wonder what word or thought to use ... If you get stuck it's fine to write... I can't think what to say... as many times as you like."[2] I freed from the necessity of worrying about grammar and format, students can often generate a great deal of prose which provides useful
raw material to use in addressing the writing assignment at hand. For EFL students, this technique often works best if the teacher provides an opening clause or sentence for the students to start with. So, for example, if the next assignment is to write a paper about one's personal philosophy of life, a short free writing session can begin with the words "Life is difficult but it is also worthwhile". The free writing generated after the students copy this sentence and continue to write down whatever comes into their heads can be kept private or shared with other students. It can also be used as the basis for one or more subsequent 5- to 10-minutes free writing "loops" to which are additional free writing sessions starting with whatever key idea derives from material discovered through the process of the previous quick-writing step.
Clustering: Another technique for getting many ideas down quickly, clustering with a key word or central idea placed in the center of a page (or on the blackboard) around which the student (or teacher using student-generated suggestions) jots down in a few minutes all of the free associations triggered by the subject matter-using simply words or short phrases. Unlike listing, the words or phrases generated are put on the page or board in a pattern which takes shape from the connections the writer sees as each new thought emerges. Completed clusters can look like spokes on a wheel or any other pattern of connected lines depending on how the individual associations are drawn to relate to each other. By having students share their cluster patterns with other students in the class, teachers allow students to be exposed to a wide variety of approaches to the subject matter, which might further generate material for writing. Rico notes that clustering allows students to get in touch with the right- hemisphere part of the brain to which she attributes "holistic, image-making, and synthetic capabilities". She further notes that clustering makes "silent, invisible mental jesses visible and manipulable" [2].
It is very important that students experiment with each of these techniques in order to see how each one works to help generate text and shape a possible approach to a topic. The purpose, after all, of acquiring invention strategies is for students to feel that they have a variety of ways to begin an assigned writing task and that they do not always have to begin at the beginning and work through an evolving draft sequentially until they reach the end. Spack underscores the importance of having students practice a variety of strategies since she observed that none of her EFL students utilized invention strategies presented in the course textbook which they had read about but not practiced. She further notes that students may also devise their own invention strategies once they have learned the value of systematic exploration of a topic.
But we must keep in mind the fact, as Reid asserts, that for some students, the strategy of choice may be to produce a text in a linear fashion, possibly generated by an outline prepared prior to writing a full first draft. For some people, she points out that brainstorming can be more difficult than, and not as successful as, outlining.
References
1. Lynch Tony, 1996. Communication in the Language Classroom. Walton Street. Oxford: Oxford University Press.
2. Mills Geoffrey E, 2000. Action Research: A Guide for Teacher Researcher. New York: Prentice Hall.
3. Nunan David, 1997. Research Method in Language Learning. Cambridge: Prentice Hall.
4. Rivers Wilga M., 1996. Interactive language Teaching. Cambridge: Cambridge University Press.
