The Silver Linings Playbook Chapter 41 Free Essays

How Is She? My birthday falls on a Friday. December 29. In the afternoon, Mom helps me tape trash bags around my cast so I can take my first shower since I broke my leg. We will write a custom essay sample on The Silver Linings Playbook Chapter 41 or any similar topic only for you Order Now This is sort of embarrassing to talk about, but Mom has to help me keep my cast out of the shower, so she holds the shower curtain for me, protecting the cast, as I straddle the edge of the tub, trying to keep my weight on my good leg. Mom hands me the soap when I need it and also the shampoo. She pretends not to look at my naked body, but I am sure she gets a glimpse at some point, which makes me feel strange. I haven’t worked out in days, so I feel very small and weak – but Mom doesn’t say anything about my diminished girth, because she is a kind woman. After my shower, Mom helps me put on a pair of sweatpants she has modified, cutting one leg off at the thigh so my cast can fit through. I also put on a button-down shirt from the Gap and my new leather jacket. I hop down the steps, crutch my way out the door and into the backseat of Mom’s car, sitting sideways so my cast will fit. When we arrive at the Voorhees house, I crutch my way into Cliff’s office, pick the black recliner, prop my cast up on the footrest, and tell Cliff everything. When I finish my story, Cliff says, â€Å"So you’ve been in bed since Christmas?† â€Å"Yeah.† â€Å"And you have no interest in reading or watching television?† â€Å"No.† â€Å"And you’re not working out your upper body at all? No weights?† â€Å"No.† â€Å"What do you do all day?† â€Å"I sleep, or I think. Sometimes I write, but Danny has been coming to visit me too.† I had already told Cliff all about God reuniting Danny and me, which even Cliff had to admit was a bit of a miracle and maybe the silver lining to my awful Christmas. â€Å"What do you and Danny do when he visits?† â€Å"We play Parcheesi.† â€Å"Parcheesi?† â€Å"It’s the Royal Game of India. How can you not know it?† â€Å"I know Parcheesi. I’m just surprised you and Danny play board games together.† â€Å"Why?† Cliff makes a funny face, but doesn’t say anything. â€Å"Danny brings his Parcheesi game all the way from North Philly. He rides the trains.† â€Å"That’s good, right? It must be nice to see your old friend.† â€Å"I was sorry to learn that he still can’t rap, even after a second operation, but his aunt got him a job doing the janitorial work at her church, which is also a day-care center. He wipes down the pews with pine oil and mops the floors and empties the trash and vacuums every night – stuff like that. He smells like pine trees now too, which is sort of a nice bonus. But Danny is quieter than I remember him being in the bad place.† â€Å"Did you tell Danny about what Tiffany did to you?† Cliff asks. â€Å"Yeah, I did.† â€Å"What did he say?† â€Å"Nothing.† â€Å"He didn’t give you any advice?† â€Å"I didn’t ask him for any advice.† â€Å"I see.† Cliff grabs his chin, which lets me know he is going to say something my mother has told him. â€Å"Pat, I know how you lost your memory. Everyone does.† He pauses here, gauging my reaction. â€Å"And I think you remember too. Do you?† â€Å"No.† â€Å"Do you want me to tell you how you lost your memory?† â€Å"No.† â€Å"Why?† I don’t say anything. â€Å"I know Dr. Timbers used to tell you the story every day as part of your therapy. That’s why I never brought it up. I thought maybe you would talk about it when you were ready, but it’s been almost five months – and now you have a broken leg, and things seem to have gotten worse. I can’t help feeling as though we need to start trying other tactics. What Tiffany suggested about closure is true. I’m not saying her methods were honorable, but you really do need to come to terms with what happened, Pat. You need closure.† â€Å"Maybe my movie isn’t over,† I say, because sometimes moviemakers trick the audience with a false bad ending, and just when you think the movie is going to end badly, something dramatic happens, which leads to the happy ending. This seems like a good spot for something dramatic to happen, especially since it’s my birthday. â€Å"Your life is not a movie, Pat. Life is not a movie. You’re an Eagles fan. After watching so many NFL seasons without a Super Bowl, you should know that real life often ends poorly.† â€Å"How can you say that now, especially since the Eagles have won four straight and are headed into the play-offs – even after McNabb went down!† Cliff just looks at me, almost as if he is scared, and suddenly I realize that I was just yelling. But I can’t help adding, â€Å"With a negative attitude like that, it will end poorly, Cliff! You’re starting to sound like Dr. Timbers! You better watch out, or you’re going to be defeated by pessimism!† There is a long silence, and Cliff looks really worried, which begins to worry me. On the drive home, Mom tells me that people are coming over for my birthday. She is making me a birthday dinner. â€Å"Is Nikki coming?† I ask. â€Å"No, Pat. Nikki is never coming,† Mom says. â€Å"Never.† When we arrive home, Mom makes me sit in the family room while she cooks meat loaf and mashed potatoes and green beans and an apple pie. She keeps trying to talk to me, but I really do not feel like talking. Jake and Caitlin arrive first, and they try to cheer me up by talking really enthusiastically about the Birds, but it doesn’t work. When Ronnie and Veronica arrive, Emily climbs onto my lap, which makes me feel a little better. Caitlin asks Emily if she wants to draw a picture on my cast, and when she nods, Mom finds some markers and we all watch little Emily draw. She starts off by making a wobbly circle, which is understandable, since the cast is not perfectly flat, nor smooth. But then she just scribbles all sorts of colors everywhere, and I cannot tell what she is up to until she points to her creation and says, â€Å"Pap!† â€Å"Did you draw a picture of Uncle Pat?† Ronnie says, and when Emily nods, everyone laughs because it looks nothing like me. When we sit down at the dining-room table, my father is still not home. Even after the win over Dallas, he has been pretty distant lately, hiding in his study again. Nobody mentions my dad’s absence, so I don’t either. Mom’s meal is delicious, and everyone says so. When it is time for pie, they sing â€Å"Happy Birthday† to me, and then little Emily helps me blow out the candles that make the shape of the number 35. I hardly believe that I can actually be thirty-five, because I still feel like I am thirty – maybe I only wish I were thirty, because then I’d have Nikki in my life. After we eat our pie, Emily helps me open my presents. I get a brand-new wooden hand-painted Parcheesi board from Mom, who says she invited Danny to my party, but he had to work. Ronnie, Emily, and Veronica give me an Eagles fleece blanket. Jake and Caitlin give me a membership to a gym in Philadelphia. The brochure in the box says the club has a pool and a steam room and basketball courts and racquetball courts and all types of weight-lifting equipment and other machines that build muscles. â€Å"It’s where I work out,† my brother says. â€Å"And I was thinking we could start working out together once your leg mends.† Even though I’m not all that interested in working out so much anymore, I realize that the membership is a nice present, so I thank Jake. When we retire to the living room, I ask Veronica about Tiffany. â€Å"How’s Tiffany?† I say. I’m not really sure why I ask. The words just sort of slip out of my mouth, and when they do, everyone stops talking and a silence hangs in the air. â€Å"I invited her to your party,† Mom finally offers, probably just so Veronica will not feel badly about her sister being excluded. â€Å"Why?† Jake asks. â€Å"So she can lie to Pat again? Set him back a few more years?† â€Å"She was only trying to help,† Veronica says. â€Å"Your sister has a funny way of helping.† â€Å"Stop,† Caitlin says to Jake. And then the room is silent again. â€Å"So how is she?† I ask, because I really do want to know. How to cite The Silver Linings Playbook Chapter 41, Essay examples

Theme For English B free essay sample

# 8211 ; Different, But The Same Essay, Research Paper In the verse form, Theme for English B, Langston Hughes points out that we are frequently loath to acknowledge that our similarities are frequently more common than our differences. Even though he is colored, he is still merely like his white teacher in many ways. The coloured adult male may look to be different from the white adult male on the outside, but we are all the same on the interior. His tegument colour is different, and he comes from different a background, yet we have many things in common with each other. Hughes is merely 22, the merely coloured pupil in the category, and lives at the Y in Harlem. His teacher is older, white, and presumptively lives in an upper category vicinity. They are different in age, skin colour, and are from different backgrounds. They are similar in that they both are engaged in the survey of English literature at? the college on the hill? Hughes likes to? eat, slumber, drink, and be in love? and? work, read, larn, and understand life? ( 822 ) presumptively merely as the teacher or any other individual, either colored or white, enjoys. We will write a custom essay sample on Theme For English B or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He besides likes? Bessie, Federal Bureau of Prisons, or Bach? ( 822 ) . Typically, the Bessie and bop manner of music is listened to largely by the coloured people. However, he besides likes Bach, which is typically listened to largely by the white people. So, even though he is colored, they are connected in that he likes things common to all races, even the music common to the white people. Hughes appears to repent his engagement in some parts of the teacher? s universe. He does non desire to be a portion of the white adult male, and believes that his white teacher does non desire to be a portion of him either. Hughes admits that he can larn from his teacher, and hopes that his teacher can larn from him. They both recognize that they can larn from their engagement and their differences from each other. He does non desire to be judged as a coloured adult male, but wants to be accepted as the adult male that he is? an American. Although they are different in the colour of their tegument, they are connected in that they are both American. We may come from different backgrounds and have some different likes, but we are all connected and can larn from each other. We must be accepting of each other, and appreciate our differences, yet acknowledge that we are similar in so many more ways.

The Scarlet Letter Essay Research Paper THE free essay sample

The Scarlet Letter Essay, Research Paper THE SCARLET LETTER Since the morning of clip people have read, studied andenjoyed books in which the hero or heroes fall from grace.No affair who those heroes are- the human race in The Bible, the devil prince Lestat in Anne Rice # 8217 ; s # 8220 ; Vampire Chronicles # 8221 ; or a certain Thane of Cawdor in # 8220 ; Macbeth # 8221 ; wickedness plays a greatpart in all of their ruins and subsequent ressurections.And the three chief characters in Hawthorne # 8217 ; s # 8220 ; The ScarletLetter # 8221 ; -Dimmesdale, Chillingsworth, and Hester Prynne- are no different. All three characters are flung from the normal rolesthat society has laid upon them- curate, homemaker, doctor-into new roles- evildoer, prostitute, and vengance crazed sadist.These new functions are non needfully apparent to all in town.However, even though the townsfolk do non cognize of thesinners, God does. And in God # 8217 ; s eyes, whose wickedness was greater? That, I can non reply. We will write a custom essay sample on The Scarlet Letter Essay Research Paper THE or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But in this mere person # 8217 ; s sentiment, thesin of Chillingsworth far outdid the wickedness of Dimmesdale orHester Prynne, for Chillingsworth # 8217 ; s wickedness was one of revengeand one of secretiveness. He was non driven by an choler at his ownsin, but by the wickedness of others. He used misrepresentation andmanipulation to do the life of another miserable. He wasnot flung from society # 8217 ; s position as if he were a soiled secretlike Hester was ; he was embraced by it. However, his wickedness didtake it # 8217 ; s toll. He was disfigured dreadfully and became atwisted adult male, scarred by wickedness. He besides was robbed of thepleasure of destructing Dimmesdale which was his ground forliving. He died shortly after Dimmesdale. Hester Prynne, nevertheless, was the complete opposite ofChillingworth in that her wickedness gave her life, non destroyedit. She took her penalty and embraced it, utilizing it torebuild herself non as a hapless evildoer, but as a pseudo- saint. At first, the town shunned her as a evildoer. However, after they proverb that she was good, and her wickedness was of love, the same town embraced and loved her. Her wickedness drew her moredeeply into the society of Boston than she of all time was before.And when her time to decease came, she did so with award. HesterPrynne # 8211 ; evildoer and saint. However, Hester # 8217 ; s wickedness was shared. Whereas she was asinner on the exterior and a saint on the interior, ArthurDimmesdale is the contrary, both literally and figuratively.On the outside, a town curate, inside an fornicator. Of allthe characters, Dimmesdale is the most pathetic. A adult male sopenitent that he whips himself, but so afraid that he cannotconfess his wickedness ; a wickedness which takes a great toll on him. Hiscountenance is disfigured in the form of what we assume tobe an Angstrom on his thorax ( that or a cow shaped nevus ) and hissoul is eaten by his guilt. Arthur does subsequently confess, and aweight is lifted from his being. And with that weight gone hefinally dies in peace. Sin has ever been and will ever be a portion of human life and literature. And every bit long as there is sin, people willreact to it in different ways ; some will conceal it, some willembrace it, some will decompose from it. But no affair how the wickedness is handled or cover with, it will ever go forth it # 8217 ; s grade. Forme, the grade of wickedness will ever be symbolized as a vermilion A on a black background. 

Aristotelian Criticism of Jimmy Carters Speech for Gerald Fords Eulogy Essay Example

Aristotelian Criticism of Jimmy Carters Speech for Gerald Fords Eulogy Essay Example Aristotelian Criticism of Jimmy Carters Speech for Gerald Fords Eulogy Paper Aristotelian Criticism of Jimmy Carters Speech for Gerald Fords Eulogy Paper 1976 was the first time in the United States history where presidential candidates would debate head to head, sharing the stage and increasing competition. Gerald Ford was expected to come ahead, but his opponent Jimmy Carter was perceived as confident and a fierce contender. Many argue that Gerald Ford’s downfall was due to the pardon of President Nixon, while others thought he faltered during the live broadcasted debate in San Francisco, with his response to his â€Å"international policy leadership. (CNN Time) Nevertheless, come election day, Jimmy Carter was the new Commander in Chief. Although their rivalry was aggressive, the two stayed friends and worked closely on many national matters, such as â€Å"the Panama Canal treaties, nuclear armaments control with the Soviet Union and the Camp David accords. † (Carter) President Carter spoke at Ford’s funeral and Carter’s speech is a great example of how a speaker can convey condolence and affection for a worth adversary and friend. A Neo-Aristotelian Criticism, created in 1925, by Hervert A. Wichlen is an analysis that condones the use of the five cannons; invention, organization, style, memory and delivery. To begin with invention, one must describe the external proofs, meaning the context of the speech and background of the speaker and occasion and internal proofs, the affected audience and specific appeals used. Ethos appeal to ethics and morals, pathos, targeting emotions and logos, to engaging facts and logistics. The second foundation is organization, or the structure and arrangement of said artifact. This is looking at why and what manner the rhetor organized context. The third cannon is style, meaning the stylistic device the speaker chose to weave into his speech, such as alliteration, metaphors or allegories or just the style of language the rhetor uses. Next is memory. Has the rhetor memorized some, part or all of his speech? The final cannon is delivery, the actual presentation of the artifact. Examples are hand gestures, eye contact and other vocal devices. There are other elements in Neo- Aristotelian criticism, like public perception, audience, major ideas and long term effects. However, the method always utilizes most if not all of the five cannons. I will start my analysis of Former President Jimmy Carter’s eulogy with invention. Carter drew on ethos with his description of their faith and moral values, and the fact that both were former presidents increases credibility of both the rhetor and the man that was being remembered. Jimmy Carter also touches the logos, or factual side, reminding the people of the many challenges the president and America faced, such as â€Å"the Panama treaties, nuclear armaments control with the Soviet Union, normalized diplomatic relations with China,† and many other issues. f the occasion and nature of the speech, Carter appealed to pathos. He is also affecting the emotions of his audience, with his intimate stories of his time spent with Ford. Another example is the personal amusement the two presidents shared with the cartoon in the â€Å"New Yorker,† (Carter), or the light hearted jokes Carter strategically placed throughout the eulogy. He was sincere, but he did not let th e mood turn to one of somberness. On that note I’ll move into the next cannon, organization. While the occasion is one of seriousness, Carter brings humor to the table. He carefully structures his speech to follow the pattern of a serious or intimate anecdote, followed by a small joke or humorous story of Ford and himself. This successfully keeps the atmosphere respectful, however all can smile in remembrance of Ford’s life and happy moments. Not only does he regulate the mood, but also the audience’s attention. By revealing personal stories, he invites the audience into not only Ford’s life, but his too. Carter’s introduction and conclusion is the same line, â€Å"For myself and for our nation, I want to thank my predecessor for all he has done to heal our land. † (Carter) This is successful arrangement because it draws all the anecdotes and jokes back to the occasion, celebrating a friend and national representative. As I mentioned before, Jimmy Carter uses many small stories, or anecdotes, throughout his speech. Carter also uses a cathartic strategy, which can be explained as a release of strong emotion, and in this situation his eulogy is his release. His approach is personal, listing the names of his family members, and the Ford family members. This adds to the sincerity of the eulogy because he is talking directly to the family, instead of a broad out reach to the audience. Since the artifact was not memorized, the final cannon I want to address is the delivery. Carter’s delivery fit his purpose perfectly. He respectfully honored a great person. The slow pace of his presentation represents the solemnity of the matter. Carter also takes time to look out into the audience as he speaks which shows that he is trying to also make a connection on a personal level. Overall, Jimmy Carter accomplished his goal in giving a memorable and respectable speech in honor of former President Gerald Ford. Through his context, organization, style and delivery Carter effectively demonstrates a professional, yet personal method that consoles and reminisces of a former adversary and friend. Bibliography Foss, Sonja K. Rhetorical Criticism: Exploration Practice. 4th ed. Prospect Heights, IL: Waveland, 1989. Print. Carter, Jimmy. Carter Center Editorials and Speeches Jimmy Carter Eulogy for Gerald R. Ford. Carter Center Editorials and Speeches Jimmy Carter Eulogy for Gerald R. Ford. The Carter Center, 3 Jan. 2007. Web. 09 Sept. 2012. . 1976 Presidential Debates. AllPolitics. Ed. Unknown. CNN. com, 1996. Web. 09 Sept. 2012. . Goodrigde, Elisabeth. Gerald Ford v. Jimmy Carter: There Is No Soviet Domination of Eastern Europe U. S. News and World Report. U. S. News and World Report, 17 Jan. 2008. Web. 9 Sept. 2012. .

MANAGING IN A MIXED ECONOMY Coursework Example | Topics and Well Written Essays - 2500 words

MANAGING IN A MIXED ECONOMY - Coursework Example Management in mixed economy in the current context has attained significant importance across the world (Reisman, 2005). Concerning with the factors of a mixed economy, this paper intends to focus on the management of such issues in the light of Network Rail Infrastructure Ltd. Overview of the Network Rail Railtrack was involved in performing various tasks of scheduling, delivering, managing, selling and consulting for rail transportation and operated as a group of companies that was engaged in maintaining all the aspects of the track as well as stations of the old British rail network. However, it was sold to Network Rail and later renamed as Network Rail Infrastructure Ltd. Network Rail was then charged with the responsibility of managing the entire rail infrastructure in Great Britain excluding the London underground service. Network Rail therefore aims at providing a safe, reliable and efficient railway service within the UK. Correspondingly, the organisation is committed towards improving the rail network by offering faster, and frequent as well as reliable journey within the towns and cities of the UK. With its rigorous effort, it aims at integrating people for making the UK more competitive in terms of railroad transportation. It also aims at bringing significant benefits to the national economy. Moreover, its endeavour towards private sector growth and workforce can also be seen with its radical investment in the sector (Network Rail, 2013). It is worth mentioning in this context that the organisation is committed towards introducing new technologies in order to offer greater ease and facilities to its wide-range of customers. The organisation proclaims to follow the best organisational practices of safety management wherein its initiatives have been committed towards promoting righteous attitude and continuous development within the workforce. It further tends to ensure that all the passengers as well as individuals dealing with fright are fairly treat ed when they choose to use railway. Currently, the company operates as a private company performing commercial businesses. It is categorised as company limited by guarantee and is directly accountable to its members being regulated by the Office of Retail Regulation (ORR). Moreover, the company is determined to deliver a safe, reliable and the most efficient railway for Britain. It is worth mentioning that its members are drawn from rail industry and the public. Moreover, it is funded through excess of revenue apart from the monetary assistance rendered by the government grants. Notably, the Scottish Government is a public member of Network Rail (Network Rail, 2013). Seminar Topic 1: Innovation and Service Transformation The notion of co-production is widely being discussed in relation to the public services across the world and in the UK as well when evaluating the innovation and service transformation strategies taken by organisations such as Network Rail in a mixed economy system . It is worth mentioning that co-production processes in a mixed economy have often been argued to be primarily based upon the apparent characteristics of services in both public and private sectors wherein the production and consumption of services are commonly noted as inseparable. In order to attain the broad benefits of the co-production, it is essential that the users of

Muslims Consider Prophet Muhammad a Religious and Political Role Model Essay

Muslims Consider Prophet Muhammad a Religious and Political Role Model - Essay Example n-Arab, nor does a non-Arab have any superiority over an Arab; also a white has no superiority over a black, nor does a black have any superiority over a white except by piety and good action.† The Prophet of Allah was able to establish laws that protected animals, trees and environment. On the other hand, he encouraged trade and ethical investments and secured the workers’ rights. This is why we take Muhammad as our religious role model. With regard to politics, Prophet Muhammad is regarded as a role model because of various reasons. One of the reasons is that he married numerous wives on the basis of humanitarian reasons. Prophet Muhammad is well known for the Jihad which translates to struggle in the way of Allah. The Prophet of Allah believes that we as Muslims should struggle in the ways of Allah both within ourselves and externally. The prophet of God is against anyone who stands against Islam and therefore those opposing the struggle for Allah and oppressing Islam should be persecuted. As Muslims we regard this as holy war. This is also another reason why we take Muhammad as our political role model. He convinced people to leave alcohol, prostitution, crime, drugs and He promoted healthy living (Patricia Crone Pg

Vocabulary On Writing In EFL Learners

Vocabulary On Writing In EFL Learners Vocabulary knowledge has been considered as basic principles of learning English and it also has a determinant impact on EFL Witting skills. Writing is one of the important ways to learn English language that involves students ideas into the written text. Vocabulary mastery is one of knowledge that important to learn writing, listening, reading, and speaking A good writer has to know a set of vital items to enrich his writing such as grammar punctuation, capitalization rules; figurative language; rhyme; rhythm; and vocabulary. One item that can power up writing is a strong vocabulary. Spoken and written words are used to communicate ideas, thoughts, and emotions and they are so common among EFL learners, sometimes communicating will be successful and sometimes its quite reverse. To write an article, essay or even a composition which is written at school by students, good vocabulary is an essential object. Knowing synonyms and using strong vocabularies, give readers a good sense of meaning and information will make the writing more influential. In Santos, 1988; Astika,1993 study(cited in Lee,2003) has shown that lack of vocabulary contributes to writing difficulty for foreign language learners and that vocabulary is one of the most important features that determine writing quality The current article focused on the impact of vocabulary on writing in EFL learners. Importance of Vocabulary in Writing Vocabulary is defined as knowledge of words which is considered vital for language development and acquisition and is recognized as an essential factor in writing. It can also describe as the ability to use words in the generation and understanding of sentences. Beck, McCaslin, McKeown, 1980 study(cited in Yonek,2008)There is a substantial body of evidence demonstrating a link between vocabularies and students ability to read and comprehend passages. Researchers have also explored the role of vocabulary in three main aspects of students writing performance: (a) shaping teachers perceptions of writing quality; (b) predicting students overall writing performance, and (c) enhancing the quality of students written compositions( Papadopoulou, 2007,p.35). Papadopoulou,2007 said that there is a positive relationship between mature vocabulary (assessed by lexical choice) and high quality ratings. Particularly, when Neilsen and Piche (1981) compared the effects of syntactic complexity versus lexical choice on the ratings of writing quality, they reported high quality ratings for passages with mature vocabulary regardless of the passages syntactic complexity. Similarly, according to Papadopoulou,2007 examined the role of vocabulary in formatting teachers judgments of college freshmens written arguments:. It was reported that the appropriateness of words used, rather than the simple production of words, was more important in influencing teachers judgments of writing quality. The number of diction or word-choice errors per 100 words written was found to be a particularly strong predictor of writing quality. (Papadopoulou,2007,p.102) Vocabulary is also considered as a strong predictor of students overall writing performance when vocabulary scores are compared to more elaborated criterion measures of written expression such as the Test of Written Language (Towel;Hammill Larsen, 1978), the Stanford Achievement Test (SAT; Madden, Gardner,Rudman, Karlsen, Merwin, 1978), and the Developmental Sentence Scoring System (Lee Canter, 1971). Significant research has been conducted on the effects of vocabulary instruction on reading performance but studies investigating vocabulary instruction and writing are few (Duin Graves, 1987). It also illustrates the effects of vocabulary instruction on the quality of students written products. (Yonek,2008,p.68) Despite the correlations between verbal ability and writing, the nature of the relationship between the two is less certain. A rich vocabulary allows writer to get a richness of thought onto paper. However, the writers real pleasure comes not from using an exotic word but from using the right word. In other research, effective writing has also been shown to be reliant upon verbal working memory . Those students who have considerable difficulty in producing well written compositions suffer from underdeveloped oral proficiency levels. According to Bereiter Scardamalia, 1987 study,(cited in Lee,2003)Further research shows that verbal memory limitations impact both quantity and quality of writing . In writing, using correct verbs, propositions and grammatical point is so important. Vocabulary and writing: Finding the right words In some ways, the ability to write effectively hinges upon having an adequate vocabulary even more than does the ability to read. Once students have learned to decode words, they may be able to read and pronounce many words that are unfamiliar to them. They may even be able to determine accurate meanings of unfamiliar words simply by examining the context in which those words are used. During the writing process, however, a student does not have the luxury of examining the context in which a word is used; he or she is creating the context. Therefore, the writer must be able to spontaneously recall words that are known not only by sight, but that are understood well enough to use correctly. Writing is dependent upon the ability to draw upon words to describe an event. The breadth and depth of a students vocabulary will have a direct influence upon the descriptiveness, accuracy, and quality of his or her writing. Yonek( 2008) notes, variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts and at any level, written communication is more effective when a depth of vocabulary and command of language is (p. 25-26). Principles of vocabulary development Since words are the writers most important tools, vocabulary development must be an important and ongoing part of classroom learning. In Laflamme (1997) study( cited in yonek 2008) offers several key principles that should guide the creation and implementation of a comprehensive vocabulary development program. 1. Teachers must offer direct instruction of techniques or procedures for developing a broad and varied vocabulary. This instruction can be provided both formally through the language arts program, and informally through various classroom interactions-such as story time-with students. 2. New vocabulary terms must be connected to students previous knowledge and experiences. If students are unable to contextualize new words by attaching them to words and concepts they already understand, the words will likely have little meaning to them, and if meaning is lacking, the chances are pupils will memorize terms and concepts for testing purposes only or largely. 3. Students should be able to contextualize the vocabulary terms they have learned and use them in society. In order for students to do this successfully, they must first learn to become comfortable using these words in the classroom. Students should be required or encouraged to incorporate new vocabulary terms into their oral and written reports and presentations. 4. Practice and repetition are important methods by which students can become familiar with new words and under- stand how they may be used correctly .Students should be frequently exposed to the same words through practice exercises, classroom use, and testing. 5. Teachers should model an enthusiasm for and curiosity about new words through their own behaviors and attitudes. Teachers who are enthusiastic about vocabulary development will automatically look for teachable moments throughout the day, pointing out interesting words as they crop up in texts, stories, or conversation; asking students to explore alternative ways of expressing concepts; and helping identify colorful, descriptive ways of speaking and writing. 6. Schools, teachers, and students must be committed to vocabulary development over the long term. The teaching of vocabulary must be an interdisciplinary project, integrated into the curriculum at every level. Effects of vocabulary Instruction on writing and using vocabulary to improve writing skills Efforts to improve writing performance through vocabulary instruction have been limited making generalizations about the role of vocabulary instruction unwarranted. However, a few studies examining the effects of vocabulary instruction on writing reveal some promising findings between the two. While improved vocabulary can enhance students writing skills, there is no guarantee that it will do so automatically. Improvement in vocabulary will result in improved writing skills only if the teacher is able to create a classroom that takes writing seriously. In Corona, Spangenberger 1998 study (cited in lee 2003) in such a classroom, process and environment are closely intertwined and interdependent. The process does not come alive unless the environment is conducive to it. The following are techniques teachers can use to create a writing-centered classroom. 1. Sharing vocabulary-rich literature by reading books, poems, and stories that contain interesting vocabulary, teachers can both introduce new words and provide a forum for discussing them. It helps the students become better writers, 2. Helping students to look for interesting words. There are many different forms this can take. For example, students could pair up and look through books for words that catch their attention, then write down common words that the author could have used instead. 3. Offering a variety of writing opportunities. A writer-centered classroom emphasizes using written expression to communicate ideas. Writing is an important part of all areas of the curriculum. The authors go on to note that students have a greater investment in their writing when they are given choices about their assignments. Such choices may include journal or diary entries, weekly logs summarizing journal entries, book reports, outlines, poetry, autobiographies, short stories, or any number of variations on the above. 4. Providing sample time for students to fully experience the writing process . The teaching of writing should be approached as a process that must be studied in depth, and substantial blocks of time should be devoted to writing. 5. Allowing students to conference with teachers and fellow students. When writing topics are chosen, students should meet with their teacher to discuss ideas and answer questions. The teachers role is to encourage, build on existing strengths, and help the student expand his or her abilities. Conferencing with fellow students gives the budding writer the opportunity to share ideas, brainstorm, and rework his or her project. Research (Henry, Scott Wells, 1999;cited in Yonek 2008) has shown Teachers who are following principles relating to vocabulary development: valuing words is critical to student learning, wide reading and direct instruction are critical components to vocabulary learning, and modeling word consciousness with a focus on language use encouraged students to pay attention to words Conclusion: In Scott 2004, study (cited in Lee 2003) research shows that having a large and sophisticated vocabulary helps a writer produce quality text by limiting the cognitive demands during a writing task. Though research connecting effective vocabulary instruction and writing is limited, some studies suggest that rich vocabulary instruction and developing word consciousness can positively influence writing. Principles identified from the research relating to generalized effects in comprehension as a result of vocabulary instruction may serve as the basis for effective instructional methods designed to increase word knowledge to a degree that can affect writing.