My attitude towards writing #2

C02.V.10.1 Business English When I think of writing, I think that I do not like writing so much when I fully boil down it. When I thought of writing, I was confused. One of my experiences formed my attitude towards writing. In other words, whenever I write articles in high school I spend a lot of time thinking about what to write. I am occasionally confused about what I wrote, and I usually make it forever. One of my teachers and I browsed my thesis, taught me that I was thinking too much, and I sometimes deviated from the subject. So they suggested that I stick to this topic as much as possible and emphasize important details from what I read. And please be aware that I do not think it is too much to shed it, but you have to write the deadline of the article. But actively said

Unformatted text preview: Writing is the best way to relax. Writing gives you the opportunity to write about things you dare not speak negatively and positively. By writing help you will gain better insight into the story of you and your life, such as when you apply for a university or a company. You have the opportunity to demonstrate and demonstrate what you can do and what you can contribute. Writing is a way to communicate effectively with people with disabilities. The weather is written in Braille or the way visually impaired keep in touch with each other. My favorite thing is that it is another wonderful way to communicate. This is the attitude towards my writing.

On the other hand, my attitude toward writing is very different. First of all, let me say I do not like to write in my mind. I do not like to write leisure and entertainment on my own but I think writing is whether it is one of the most important aspects of communicating with the people around you whether it is personal or professional I will. In other words, my attitude towards my writing is my writing. I do not want to do, because I have to do. I hope this is somewhat reasonable.

The second way to study the separability of the attitude of writing and reading is to decide whether the attitude towards writing is to make a unique contribution to the attitude of reading and predicting writing performance is. This approach is based on two assumptions. First of all, such analysis is impossible unless there are separate and reliable writing and reading elements about the 24 attitude scales of the 1st and 3rd grade participating. Secondly, this analysis is based on the assumption that there is a correlation between the child's writing ability and written attitude (and possible reading attitude). Although there is evidence that the composition attitude can predict composition performance (eg Knudson, 1995), these data are mainly for children above the second grade.

In this survey we investigated whether the attitude to writing is related to young people and whether the reading attitude of primary writers (first grade and third grade) are separable structures. We solved this problem in two ways. First of all, 24 measurements were made including 12 writing attitude programs for elementary school students and 12 parallel reading attitude programs. If the attitude towards writing is a unique and separable reading attitude, we assume that factor analysis of student response to 24 measurements should yield two reliable factors. Set of reading attitude items