Contents Introduction Main body Chapter I. Difficulties of writing and the status of writing in elt

5. Class / School English newspaper or magazine
Students can gain valuable skills by meeting and designing a school English newsletter. Give each student a role (photographer, gossip / news / sports / editor in chief / copy editor etc…) and see what they can do. You’ll be surprised!

WRITE Do

1. Dialogues
Students can write dialogues for many every day situations and then act them out for the class. The teacher can model the language on the board and then erase words so students can complete by themselves and in their own words. Here’s a neat example using a commercial as a dialogue.
2. Drawing
Students draw a picture and then write a description of the picture. They hand their description to another student who must read it and then draw the picture as they see it. Finally, both students compare pictures!
3. Tableaus / Drama
Students write texts of any sort. Then the texts are read and other students must make a tableau of the description or act out the text in some manner. For example – students can write about their weekend. After writing, the student reads their text and other students act it out or perform a tableau.
4. Don’t speak / Write!
I once experimented with a class that wouldn’t speak much by putting a gag on myself and only writing out my instructions. It worked and this technique could be used in a writing class. Students can’t speak and are “gagged”. Give them post it notes by which to communicate with others. Instruct using the board. There are many creative ways to use this technique!
Conclusion
Writing a good conclusion is an essential part of any text. It's the last idea that the reader is left with once they're finished reading, so you want to leave a good impression.
The conclusion briefly restates the main points of the writing and makes sense of any results that were obtained.
To write a good conclusion, you can keep these points in mind:

• 
  Conclusion the points made in the body of the text. Try to write these in a different way from how they were written in the body.
  
• 
  Provide insight. Tell your audience what conclusion you have come to based on the information you've provided.
  
• 
  Provide a solution or ask open-ended questions. Give your reader something to think about after they've finished. Is there a solution to the issues raised? Is there further thought and action that could be taken? Are there broader implications?
  

In general, a good conclusion makes the reader think. It causes them to reflect on what they've just read and consider how this affects them or the topic they've read about.
It's important to remember that the type of conclusion needed will depend on what you're writing. A text discussing the results of a science experiment will have a different conclusion to a piece of persuasive writing.
A conclusion to a persuasive text will have more bias, since the writer is trying to steer the reader to agree with their opinion and their own conclusions.
A scientific text might have a more balanced conclusion, weighing up the results objectively.
In logic, a conclusion is a judgment or decision you come to - the final idea after considering the information provided.
To jump to a conclusion is a phrase used when a judgment is made about something before all the information is presented. This is often because of a preconceived bias that is held.
If somebody jumps to a conclusion about a certain person, this could mean that they were too critical of them, or decided that something must be true or false about them before truly knowing them
If someone were to use all the information that they're given to make an inference or logical judgment about a story or a mystery, they're 'drawing a conclusion'.
Drawing a conclusion implies that thought and time have been put into the decision, as opposed to jumping to a conclusion, which implies that a decision has been made irrationally and quickly without further thought.