The Characters Of Kill A Mockingbird By Harper Lee

When it comes to the components of memorable literature, it can be said that characters tend to play a significant role. The creation of realistic and similar characters is what allows the reader to be attached and create a strong connection to the book. Harper Lee’s To Kill a Mockingbird is still remembered and recognized well today due to the creation of well known characters like â€Å"Scout†. The book is set in the perspective of a young girl known as Jean Louise Finch. The young narrator of To Kill a Mockingbird goes by the nickname Scout which is very appropriate. It is clarified within the first few chapters that this book is a reflection of past told by Scout herself. As she is a child Scout is not mature enough to know the difference between right and wrong within that time period. The reader should keep in mind though that To Kill a Mockingbird really presents two Scouts, the little girl experiencing the story and the adult Jean Louise who tells the story. Al though the story takes place over the course of three years, Scout learns a lifetime s worth of lessons in that span. The book is represented as Scout s memoir, therefore concluding that the adult Jean Louise can better understand the impact of various events than the child living through them. As stated previously, To Kill a Mockingbird takes place in the fictional small Southern town of Maycomb in the 1930s. Scout, formerly known as Jean Louise Finch is the heart and center of Maycomb. Within the story,Show MoreRelatedThe Characters Of Kill A Mockingbird By Harper Lee1184 Words   |  5 Pagesâ€Å"This richly textured novel, woven from the strands of small-town life, lets readers walk in the shoes of one fully realized character after another.† To Kill a Mockingbird by Harper Lee, one of the major messages is identity. Harper Lee lets the people look into the perspectives and identity of some of the characters that make it seem very life-like. In the novel, many characters possess both admirable and dislikable qualities which are shown through their actions. With the nurturing of her father,Read MoreThe Characters Of Kill A Mockingbird By Harper Lee976 Words   |  4 PagesPeople can have a variety of different personalities. â€Å"To Kill a Mockingbird† is a novel containing love, humor, as well as drama, and is written by Harper Lee. The novel’s narrator and protagonist is Jean Louise â€Å"Scout† Finch. Throughout the novel, Scout learns about racism and to always keep her head high. Scout’s different features create her unique character and make her stand out from the other kids in Maycomb. She’s a tomboy, she’s smart for her age, and she’s tough, but loving. Firstly, Scout’sRead MoreCharacter And Characters Of Kill A Mockingbird By Harper Lee986 Words   |  4 PagesScout Finch, the daughter of Atticus Finch, in the novel To Kill a Mockingbird ,by Harper Lee, has characteristics of a tomboy, but there are many feminine expectations forced on her. Scout refuses to listen to the edified teachings of her Aunt Alexandra, Mrs.Dubose, and other upper-class women of the Maycomb County. She prefers to go her own route, following her curiosity and searching for her true identity underneath her tough skin. Harper Lee specifies that gender inequality and roles are major themesRead MoreThe Characters Of Kill A Mockingbird By Harper Lee Essay1464 Words   |  6 Pages There are plenty of important characters in the novel, To Kill a Mockingbird. The story chronicles life through the eyes of young children, but also shows first hand accounts of racist adults in the small town of Holcomb. This book is so unique because symbolism is avidly used. The main characters in To Kill a Mockingbird are symbolized as mockingbirds. There are many different situations where a character can be categorized as a mockingbird. A mockingbird can be a meek man accused of a crime, orRead MoreThe Characters Of Kill A Mockingbird By Harper Lee1403 Words   |  6 Pagesstart to mature which means they have a new perspective on things around the world more realistically. Also when children get older they start to â€Å"walk inside others shoes† and see how someone’s condition might be. Therefore, in Harper Lee’s novel â€Å"To Kill a Mockingbird†, it is evident that as Jean Louise Finch (Scout) matures her views around the world change from a kid ’s perspective to a young adult’s perspective. This idea is developed through Atticus who teaches her that there is always one thingRead MoreAnalysing Harper Lee and his Characters in To Kill a Mockingbird713 Words   |  3 PagesAlabama Academy of Honor Archives, Nelle Harper Lee was born on April 28, 1926 in Monroeville, Alabama to Amasa Coleman and Frances Finch Lee. In the south, it is customary to be called by your middle name. Therefore, throughout the rest of this paper, Nelle Harper Lee will be referred to as Harper Lee. Harper Lee went to college to become a lawyer. Shortly thereafter, she moved to New York where she worked as a reservations clerk for Eastern Airlines. Harper Lee was an avid writer who liked to writeRead MoreThe Characters Of The Novel Of Kill A Mockingbird By Harper Lee1819 Words   |  8 PagesChapters 1-2 In the first two chapters of Harper Lee’s To Kill a Mockingbird, we are introduced to some of the main characters and get some history on them. The main character of the story is a young boy or girl, who is very smart and thoughtful for their age of 6. The story begins by describing the ancestors of the main character as well as some background in the town of Maycomb, such as the stories about the Radleys and their mysterious ways. While reading I noticed the incredibly obvious differenceRead MorePassage Annotation and Character Study- To Kill a Mockingbird by Harper Lee1500 Words   |  6 PagesPassage Annotation and Character Study- To Kill a Mockingbird by Harper Lee The novel To Kill a Mockingbird is a timeless American classic that has been appreciated and loved by readers for decades. Harper Lee explores the story of a lawyer and his family in the deep parts of the South who is given the task of defending a black man accused with the rape of an adolescent white girl. Atticus Finch, the father of the protagonist and narrator Scout Finch, represents an elite group of minds that seeRead MoreScout and Her Character Development in To Kill a Mockingbird by Harper Lee657 Words   |  3 Pagesâ€Å"...so low I could not have heard it from the sidewalk. Someone inside the house was laughing.†(46) At the beginning of To Kill a Mockingbird, Scout is terrified of the Radley Place because she is not brave. She hears someone laughing while she is in the Radley Place after her brother Jem rolled her in a tire their. Through more experiences, Scout becomes caring and brave. At the beginning of the book Scout is not very caring or brave. She is not caring because she does not think about others feelingsRead MoreCourage of Characters in Harper Lee ´s To Kill A Mockingbird Essay849 Words   |  4 PagesHarper Lee’s To Kill A Mockingbird, shows how life was for those in the southern part of the United States, during a time when racism ran rampant throughout the land. Many injustices were committed to those of â€Å"Negro† descent, and it was up to those behind the law to protect them as well as those who lived by the law. Atticus, attorney at law, defender of the people, and father to Scout and brother Jem is safeguarding Tom Robinson, accused of raping a white woman, Mayella Ewell. As the story continues

Why Free trade is more important than fair trade Free Essays

Introduction In a globalized world, very few people would question the benefits of international free trade. Different countries can produce their own products having a comparative advantage, and then exchange with the products produced by other countries. However, in the process of international trade, there will always produce gainers and losers, and thus will always be people complaining about unfair trade. We will write a custom essay sample on Why Free trade is more important than fair trade or any similar topic only for you Order Now In the global context of the economic crisis, there is a call for further promoting trade liberalization; on other hand some people advocate promotion of fair trade. So, is the pursuit of fair trade more importantOr, is the promotion of the free trade more importantThis essay will critically discuss the statement â€Å"Free trade is more important than fair trade.† 1.0 Definition 1.1 Free Trade Free trade is a form of international policy, which local government cannot try to interfere on the operation of foreign import goods, or export goods. (Hill, 2009) This form of international trade policy has been widely spread over the free trade zones nowadays. Since opening the over sea market for the country’s domestic absolute advantages products, it benefits both the trade partners from the long-term economic vision. 1.2 Fair Trade Eisenberg states that â€Å"Fair trade refers to exchanges, the terms of which meet the demands of justice.† (2005) In fact, fair trade has not been defined universally ever. FINE is a charity association, which consists of four divisions. The divisions are international fair trade networks, European Fair Trade Association, World Fair Trade Organization, Fair-trade Labeling Organizations International and Network of European World shops. FINE indicates that fair trade partnership is based on dialogue, transparency and respect; member in this network looks for greater equity in international trade. (European Fair Trade Association, 2009) It contributes to help workers or producers in developing countries, especially in the southern hemisphere, provide a more equitable trading condition and promote sustainability. Fair trade organizations are supported by consumers for supporting producers in undeveloped countries, and making the rules of international trade campaign more equitable. Fair Trade system has many types of goods growing more, which are coffee, cocoa, dried fruit, fruit juice, nuts, vegetable oil, quinine, rice, spices, sugar, tea and Red wine, etc. In order to selling fair trade goods, companies need to apply for licenses to use the fair trade mark. 2.0 The Importance of Free Trade The free trade is a double sword. One side edge carries advantage; another edge carries disadvantage. Therefore, there will be always gainers and losers. 2.1 Gainers The free trade has many benefits, which produce many different gainers in the global market. It prevents interference efficiently of local government on import and export trade; cancel various privileges of the domestic trade. So the importers can gain many benefits from the free trade. Let’s take a look at other gainers. 2.2 Absolute advantage According to Adam Smith’s theory, countries can specialize in the production of goods for which they have an absolute advantage that including highly skilled labour, sufficient raw materials and then trade these for goods they produced less-efficiently from other countries. (Hill, 2009) This is a win-win situation, two countries exchanging goods from each other are both gainers. 2.3 Effective use of raw materials Free trade also brings great opportunities for effectively using raw materials. Some countries in the Middle East have rich resources of oil, but there will not be much benefit without trade. For instance, Qatar can gain much benefit from exchanging many goods and technologies with oil. On other hand, some developed countries, such as Japan have very few raw materials. They can gain much oil they need with exchanging technologies; otherwise they would be very poor. 2.4 Lesser living cost and more products choice The citizens are also big gainers from free trade. Free trade system can effectively stop selling products at high prices from local protectionism, which lead lower living cost. Free trade also leads to more products being available in the market. Consumers have more choices on the products in market for different prices and types. Charles W.L. Hill mentioned in the book International business that if a national market is small, there may not be enough demand to enable producers to realize economics of scale for certain products. Accordingly, those products may not be produced, thereby limiting the variety of products available to consumers. (2009) 3.2 Losers Free trade brings great opportunities, also brings great competitions, especially for the developing countries. In the initial stage, many new industries in developing countries are not strong enough to survive from the competition of established industries in developed countries. The local government will introduce some measures in order to protecting local industry. Alexander Hamilton proposed it in 1972. According to the argument, there is a potential comparative advantage in manufacturing in many developing countries.for instance, China owns cheaper labour and raw material costs, and India has big population of highly skilled and knowledgeable employees who can communicate with frequent English. However, at the initial stage, most of their small to medium sized firms in industries are too weak to survive frombrutal competitions of established industries much earlier in international market. The reason is that they do not have strong background for financial subsidies and source w hich assist them get toehold in the start point. Moreover, it is common phenomenon that firms in those developing countries hardly reach the international standard for high-end products. The argument is if the new industries should necessarily be protected temporarily by incentives until they have become strong enough to competition in free international trade market.(Hill, 2009)For example, if China lets the automobile industries from Germany, Japan and other countries enter the domestic market without trade protection, and then China’s own auto industries would collapse. So China adopts the import tariffs on imported cars in order to protecting its automobile industry. When the local new industries become strong enough to global market competitiveness, the government should abolish the protective measures established before, otherwise the measures of protection would adversely affect global trade. In fact, canceling the original protection is not an easy; the negative impac t of such measures is to produce local monopoly. 3.0 The Importance of Fair Trade Fair trade is a strategy for sustainable development of economic and poverty reduction in the world. Its goal is to create opportunities for producers from economically disadvantaged countries. It does not only provide fair payments to the producers, but also consider the equal pay according to the principle of equality between the sexes. If the partners of fair traders need payment in advanced in order to surviving in the special situation, fair traders have to ensure matching their demands. Fair traders also need to take responsibilities for avoiding potential health and safety problems for producers. If children are involved in the working environment, fair trader will ensure matching safety and education requirements for them. In the 1960, the largest distribution of the fair trade is to help the countries banned from main global trade market by political issues, to find markets for their products. (Fair Trade Labeling Organizations International, 2009) Nicolas Eberhart in 2005 had the Bolivian case study concerning fair trade coffee as a member of the French non-governmental organizations Agronomes ET Veterinaires sans frontieres. It proved that the fair trade did not only have a positive impact on the local price of coffee in Yungas, but also have the economic benefit to all coffee producers. Meanwhile, fair trade organization could enhance their production and their political influence. (Ebrehart, 2005) The econometric analysis led by Becchetti and Costantion verificated effects of fair trade on farmers of Kenya. The researchers observed a group of farmers with fair trade certification, and another group of farmers without fair trade certification for Comparison. After a period of time, Becchetti and Costantion found that fair trade could improve the living quality of famers, reduce child mortality, improve household food intake, and increase the price of their crops and so on, in either monetary or non-monetary value. Unfortunately, in the methodology, this research had errors for the sample of crops, the relative contribution of fair trade and the choice of the control group. (Becchetti, Costantino, 2006) 4.0 Free Trade vs. Fair Trade Jeffrey Eisenberg states that free trade refers to an international trading policy that aims at openness. (2005) Free trade is a form of international policy, which local government cannot try to interfere on the operation of foreign import goods, or export goods. (Hill, 2009) The Oxfam charity and some economists believe that the foreign suppliers in trade should be paid a fair price, such as the cocoa beans for making chocolate should be bought by higher than market price. This may be the most influential demand for fair trade today. (BHAGWATI, 2010) However, â€Å"fair price (wage)† has been questioned by Jeffrey Eisenberg. Would the price be fair if it was higherThe price can get higher for few workers capturing the jobs; or the price can get lower in order to providing more job opportunities for more workers get paid. Which way is fairer(Eisenberg, 2005) Ngaire Woods recommends using the protectionism as a part of the preferential system properly in order to helping backward industries in undeveloped countries. In personal opinion, there is possibility that the preferential system or protectionism can make negative impacts on the trade, if they cannot be implemented well. Fair trade is the expression of justice with human emotion. Free trade regard voluntariness as the chief component of justice. (Eisenberg, 2005) Although fair trade is positive activity on many respects, solely advocating fair trade and ignoring the benefit of free trade is really not necessary. Most believe that both free trade and fair trade at least have one thing in common. Worldwide they are concerning justice, poverty alleviation and prosperity. Free trade and fair trade should stopping opposing each other. Fair trade can be an efficient measure of supervision in order to improving free trade system. Because of there are still many gaps and loopholes in free trade system. For instance, the international rules are generated by trade negotiations, primarily for the rich countries, while the market is closed for the main export products in poorer countries, such as agriculture. (Woods, 2005) So, is the pursuit of fair trade more importantOr, is the promotion of the free trade more importantAnswer is free trade is more important than fair trade for global economic development. Conclusion Free trade is a form of international policy, which local government cannot try to interfere on the operation of foreign import goods, or export goods. (Hill, 2009) The free trade has many benefits, such as producing lesser living cost and more products choice; bringing opportunity for exchanging with absolute advantage and effective use of raw materials. Fair trade is a strategy for sustainable development of economic and poverty reduction in the world. Its goal is to create opportunities for producers from economically disadvantaged countries. For global economic development, free trade is more important. However, fair trade and free trade have one thing in common, which concern with global justice, poverty alleviation and global prosperity. Moreover, fair trade can be an efficient measure of supervision in order to improving free trade system. References Charles W.L. Hill, (2009), International Business, 7th Edition, Chapter 5, 6, McGraw-Hill Irwin Charles W.L. Hill, (2009), International Business Competing in the Global Marketplace, 6th Edition, Chapter 5, 6, McGraw-Hill Irwin Eberhart, N. (2005). http://en.wikipedia.org/wiki/Fair_trade L. Becchetti, M. Costantino (2006). http://en.wikipedia.org/wiki/Fair_trade European Fair Trade Association. (2009). Fair Trade Labelling Organizations International (2009). Global Fairtrade sales increase yearly by 22%. http://www.economist.com/debate/days/view/508 http://www.globalenvision.org/library/15/834 How to cite Why Free trade is more important than fair trade, Essay examples

Teaching Speaking free essay sample

It is important to realize that these generalizations do not only apply to spoken word: they characterize written communication as well. Speaking and writing are called productive skills because they involve language production, as opposed to listening and reading, which are receptive skills [1, 46-47]. Common features in teaching speaking and writing The productive skills of writing and speaking have more distinctive than common features. However, there are number of language production processes which have to be gone through whichever medium we are working in.In order for communication to be successful we have to structure our discourse in such a way that it will be understood by our listeners and readers. In speech this often involves following of conversational patterns and the use of lexical phrases. For the part of writing it has to be both coherent and cohesive. Coherent writing makes sense because you can follow the sequence of ideas and points. Cohesion is more technical matter since it is here that we concentrate on the various linguistic ways of connecting ideas across phrases and sentences [2, 246].Both teaching writing and speaking involves following the rules of communication. There are three areas of rules that should be considered: * Coloratura rules: speakers from similar social grounds know how to speak to each other in terms of how formal to be, what kind of language they can use, how loud to speak, or how close to stand to each other. * Turn-taking: in any conversation decisions have to be taken about when each person should speak. * Rules for writing: writing has rules too, which need to be recognized and either be followed or purposively flouted. We have to take into the account the genre and the style of writing [2, 246]. One of the reasons that people can operate within coloratura rules is because they know about different styles, and recognize different written and spoken genres. This depends on the aim of communication, on the recipient and setting. In order to speak and write at different levels of intimacy students need practice in different genres and different styles so that their level increases they can vary the grammar, functions ,and lexis that they can use . T is vital, therefore, that if the coursework does not offer a satisfactory range of such genre-based activities teachers should supply it themselves [2,247]. Teachers have to teach how to interact with the audience. Part of our speaking proficiency depends upon our ability to speak differentially, depending upon our audience, and upon the way we absorb their reaction and respond to it in some way or other. Part of our writing ability depends upon our ability to change our style and structure to suit the person or people we are writing for [2, 248].When speakers or writers of their own or of a foreign language do not know a word or Just cannot remember it, they may employ some or all of the following strategies to resolve the difficulty they are encountering: * Improvising: speakers sometimes try any word or phrase that they can come up with in the hope that it is about right. * Discarding: when speakers simply cannot find words for what they want to say, they may discard the thought that they cannot put into words. Fireproofing: when operating in a foreign language, speakers (and writers) sometimes choose a word in a language they know well (such as their first language) and foreigners it in the hope that it will be equivalent to the meaning they wish to express in the foreign language. * Paraphrasing: speakers sometimes paraphrase. Such lexical substitution or circumlocution gets man y speakers out of trouble, though it can make communication longer and more convoluted [2, 249].To prevent problems that students may encounter while improving speaking and writing skills teachers have to follow certain principles. In the first place, they need to match the tasks they ask students to perform with their language level. This means ensuring that they have the minimum language they would need to perform such a task. Secondly, teachers need to ensure that there is a purpose to the task and that students are aware of this. They should also remember that students who are not used to speaking or writing spontaneously need to be helped to cultivate such habits.Teachers should to expect instant fluency and creativity; instead they should build up students confidence step by step giving them restricted tasks first before prompting them to be more and more spontaneous later. Finally, teachers need to assess the problems caused by the language they need, and the difficulties which the topic or the genre might create [2,251-253]. To make students inspired teacher has to choose interesting topic and create interest in it. It is also important to vary the topics they offer them so that they cater for the variety of interests within the class.It is also Italy important to vary the genres teachers ask their students to work with if we want them to gain confidence in writing and speaking in different situations. Distinctive features in speaking and writing teaching One of the reasons that teaching writing is so different from teaching speech is that two types of discourse differ in their basic characteristics. Differences between them imply different types of exercises which focus on different aspects of language and demand different levels of correctness [1 ,52].Writing requires a greater degree of accuracy, and is in many ways the more difficult skill to learn. For a start, the written form is visible and mistakes are seen. With speaking, students often make slips of the tongue-they have said something wrong, but if they could hear a recording of what they said, they could correct the mistake themselve s. Written task on the one hand often require accuracy and formal language. Because they recognize this, many students feel under pressure when writing.However, with writing students can proof-read and self-correct. They can go more slowly and carefully than when they are speaking. It is an important skill teachers must teach students-read what they have written [4,182]. Punctuation is another factor absent from speaking. Increasingly these days, one might question the importance of correct punctuation, but whereas one can accept that the correct use of colons or semi-colons is not really so important, surely the correct use of capitalization and question marks, for example, does matter [4, 182]. Spelling may also cause problems, something which mother-tongue speakers have difficulty with. Again, people differ in their views of the importance of correct spelling, but the fact remains that, teachers have to recognize what is correct writing, and what is incorrect. If hey cannot recognize a mistake, then they cannot correct it [4, 182]. With Writing, students do not have to concern themselves with aspects of pronunciation, or being fluent. Those students who are much more interested in accuracy than fluency, arc often very good when writing.It is very common to find students who have had accuracy-based language learning, writing extremely well and accurately, but that is difficult for them to express themselves orally [1 , 53]. Writing tends to be more economical in its use of the language. There are no hesitator (mm, err, well, etc. ) that litter our conversation. Written language is direct and efficient. The writer suffers from the disadvantage of not getting immediate feedback from the reader and sometimes getting no feedback at all.In writing students can not use intonation or stress, and facial expression, gesture and body movement. These disadvantages have to be compensated for the greater clarity and by the use of grammatical and stylistic techniques for focusing attention on main points, etc. Most importantly there is greater need for logical organization in piece of writing than there is in a conversation, for the reader has to understand what has been written without asking or clarification or relying on the writers tone of voice or expression [1 ,53]. When teaching writing, therefore, there are special considerations to be taken into account which include the organizing of sentences into paragraphs, how paragraphs are joined together, and the general organization of ideas into a coherent piece of discourse [1 ,54]. Creative writing practice is a critical part of learning a written language. Writing can be encouraged through poetry, stories, plays and dialogues, but it important that students be engaged and interested in the writing projects.Pen al letters between students can help to capture the interests of a class as they learn written communication with their peers utilizing the new language. The objective of such a project would be for students to learn how to use appropriate language and produce suitable letters that can be sent as a correspondence, but can also be used as effective evaluation and grading tools. Speaking a language involves using the components correctly making the right sounds, choosing the right words and getting constructions grammatically correct.Pronunciation, grammar and vocabulary tasks will focus on the need for practice in language accuracy. At the same time, we also need to get a clear message across and this involves choosing appropriate content or ideas to suit a situation, e. G. Deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. All this involves practice in language fluency. Speaking requires thinking on the spot, practice and exposure to the language over time. Speakers have a great range of expressive possibilities at their command.Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying pitch and intonation their voice can clearly convey their attitude to what they are saying. They can indicate interest or lack of it. At any point in speech event speakers can rephrase what they are saying; they can speed up or slow down. This will often be done in response to the feedback they are getting from their listeners who will show through variety of gestures , expressions and interruptions that they do not understand.And in a face to face interaction the speaker can use a whole range of facial expressions, gestures and general body to help to convey the message. Developing speaking skills in the classroom can include a wide variety of activities. Controlled lessons that include drilling and pre- planned, question and answer prompts can help students develop skills under the teachers watchful eye. Guided activities such as dialogues and role-play scenarios, while based on accuracy, do allow for more creativity and individual exploration with the language.Exact language may not be as controlled in such activities and students have a chance to practice their language with a bit more freedom. Students improve their formal speech when teachers provide insights on how to organize their ideas for presentation. Students can give better speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences.After deciding about the best means of organization, they can practice speeches with another student or with the whole class. Teachers can also help students adapt their speeches and informal talks so as to correspond to the intended audience, the information to be communicated, and th e circumstances of the occasion at which they will speak. The teachers can illustrate how well-known speakers have adapted their presentations in ways to suit these different circumstances Students may enjoy speaking about their personal experiences.When given this opportunity, they can benefit from instruction in the elements of good story-telling. Both teachers and students can provide suggestions for students speeches. In constructively criticizing others, learners can learn to apply criteria for good speech and employ tactful social skills. In doing so, they can increase and improve their own speaking skills. Students can also learn speaking and social skills by suggesting possible improvements to one anothers practice speeches. Positive experiences in speaking can lead to greater skills and confidence in speaking in front of larger groups. These activities help students to become familiar and comfortable with the new language. Creative communication involves more fluency-based activities that can really enable students to utilize their creative thinking and language skills. Activities of this type might include discussions, simulations and communication games, but they may also include real- life experiences such as a field trip to a restaurant or a guest visitor in the classroom, providing opportunities for students to use the new language in a less controlled setting.Careful planning and preparation are a necessity for this kind of learning experience, and such lessons must be followed-up with some form of assessment or evaluation tool to determine the effectiveness of the experience, but the benefits to the student can be significant. Not only are students making connections between the language they are learning in the classroom and the language used in the real world, they are practicing their skills and developin g their own methods for utilizing and retaining the new language.In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. A variety of games in the classroom and as pair, small-group or homework activities, can be utilized to provide controlled practice and experience with writing. Crosswords, word finds, gap fills and story boards are but a few of the games and activities that can be adapted for teaching writing skills including vocabulary, spelling, grammar andDeveloping useful and effective language skills requires practice pronunciation. And experience, from controlled lessons to authentic, real-life experiences. The basic building blocks of a language are critical to the learning process but practical experience, creative exploration, and opportunities to practice in less controlled activities can help to bind the various parts of language acquisition into a solid understanding of the new language and how it can be used. Whether speaking or writing, students need to be able to activate the knowledge they have learned in the lassoer in order to communicate successfully in their new language.Conclusions Being productive skills, speaking and writing involve language production. They have both common and distinctive features in teaching; although distinctive have majority in number. For communication to be successful (either oral or written one) students have to know how to structure the discourse, to be aware of rules of communication, different styles and genres, have knowledge about how to interact with audience. In productive skills teaching strategies to resolve the difficulties that students can encounter are the same.