Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Writing answers to given questions. The question helps the pupil both with the words and with the pattern required for the answer.
The object of every kind of written exercise mentioned above is to develop pupils’ spelling in the target language and to fix the linguistic material in their memory and in this way to provide favourable conditions for developing their skills in writing compositions. By composition in this case we mean pupils’ expression of their own thoughts in a foreign language in connection with a suggested situation or a topic within the linguistic material previously assimilated in speech and reading. Progress in writing a foreign language is possible on condition that pupils have adequate preparation for writing. This preparation should nearly always be carried out orally, except late at the senior stage when it can be done from books independently as at this stage oral questioning need not precede writing. Writing compositions will not help much in the learning of a new language without careful preparation. If pupils have to rack their brains for something to say, or if they try to express something beyond their powers, the writing may be more harmful than helpful. Preparation may include:
(a) oral questioning with the aim of giving the pupils practice in presenting facts and ideas in the target language;
(b) the use of pictures and other visual aids to provide information for written work;
(c) auding an extract or a story which can stimulate pupils’ thought; after auding there should always be some questions on the content;
(d) silent reading which can be used as a source of information for pupils, first, to speak about, and then for writing.
In teaching compositions the following exercises may be suggested:

7. 
   A written reproduction of a story either heard or read. With backward classes most of the words that are habitually misspelt must be written on the blackboard.
   
8. 
   A description of a picture, an object or a situation. For example:
   

— Write not less than three sentences about (the object).
— Write five sentences about what you usually do after classes.
— Write four sentences about what you can see in the picture of the room.

9. 
   A descriptive paragraph about a text, or a number of texts on a certain subject. Pupils may be given concrete assignments. For instance:
   

— Describe the place where the action takes place.
- Write what you have learned about ...
-Write what new and useful information you have found for yourself in this text (these texts).
— Write what the author says about ... using the sentences from the text to prove it.

10. 
    An annotation on the text read. The following assignments may help pupils in this.
    

— Pick out sentences which express the main idea (ideas) in the text and then cross out those words which are only explanatory in relation to the main idea.
— Abridge text by writing out only topical sentences.

— Write the contents of the text in 3—5 sentences.

11. 
    A composition on a suggested topic. For example, “My family” or “Our town” or “The sports I like best”. Pupils should be taught to write a plan first and then to write the story to following the plan.
    
12. 
    Letter writing. Pupils are usually given a pattern letter in English, which shows the way the English start their letters and end them.
    

The following assignments may be suggested:
— Write a letter to your friend who lives in another town.
— Write a letter to your parents when you are away from home.
— Write a letter to a boy (a girl) you do not know but you want to be your pen-friend.
In testing pupils’ skills in writing the teacher should use those kinds of work pupils get used to and which they can do because they must be well prepared before they are given a test. Every pupil should feel some pride in completing a test and be satisfied with the work done. Tests which result in mistakes are very dangerous. They do no good at all. They do a very great deal of harm because pupils lose interest in the subject and stop working at their English. Indeed, if the results of the test are poor, for example, 50% of the pupils have received low marks, they testify not only to the poor assimilation of the material by the pupils, but to the poor work of the teacher as well. He has given an untimely test. He has not prepared the pupils for the test yet. This is true of all kinds of tests in teaching a foreign language.
Fishbone diagram is a part of graphic organizer to analyze an event, object or issue by utilizing web- diagram. Fishbone diagram is known as Ishikawa diagram in which its appearance looks like a skeleton of fish to analyze the cause and sub-causes of problem (Bose, 2012:18). Fishbone diagram is Ishikawa or cause-effect diagram as a systematic tool analysis way of looking at effect and the causes that create effect
Three elements in fishbone diagram are (1) fish head discussing effect or problem which represents A;

2. 
   , primary causes discussing general causes which represent B ; (3), secondary causes discussing detailed effects of primary causes which represent C.
   

Fishbone strategy provides benefits in visual tools due to visual aids (1) accentuate important ideas; (2) provide oral and written presentation to comprehend the pattern of organization, (3) enable to recall their memories. Study about fishbone strategy by Bose (2012:23) found fishbone diagram was very innovative and efficient way of resolving the main problem of ST James Hospital dealing with supply chain management inefficiency and business future process. Simmonds found fishbone analysis provide separated program and category of causes to focus on content of problem in health services to improve safety and quality.

DEFINITION OF VENN DIAGRAM METHOD

According to John Venn “On the Diagramatic and Mechanical Representation of Propositions and Reasoning” define Venn diagram is a tactic that can be used to teach in learning objectives that have been written. A Venn diagram is a visual organizer used to compare and contrast defined concepts. Venn Diagrams are made up of two or more overlapping circles. The circles show relationships between defined concepts and allow learners to visually organize similarities and differences between the defining characteristics of the defined concepts. Below is an example of Venn diagram method:


(Example of Venn diagram )

The picture above is the example of the Venn diagram method where it shows the comparing and contrasting two issues. where they overlap in the centre represents where they are similiar. The issues are put on the top of the circles

contain the specific differences or supporting ideas which related to both the issues. From the picture we can see that there are two issues those contras. But from the issues we can compare be a writing unity.
John Venn states that Venn diagram is useful in visually organizing related information about defined concepts in a structured manner that facilitates comprehension by showing the similarities and differences between defined concepts. This is especially important for coordinate concepts (related concepts that share some or many characteristics) because a Venn diagram helps clearly show which characteristics make the coordinate concepts different from one another.
According to Jeremy Jones Venn Diagrams can be used with other tactics such as Concept Frames and Concept Maps. It is important to note that Venn Diagrams can become complicated and difficult to interpret as more concepts are compared. They work best when only two or three concepts and their characteristics are compared in a single diagram.
A compare and contrast essay will ultimately follow this basic format:

1. 
   Introduction and Thesis Statement (one paragraph).
   
2. 
   Topic One (at least one paragraph, can be more, discussing just one of the ideas, people, or objects being discussed in great detail).
   
3. 
   Topic Two (will follow the same guidelines as topic one).
   
4. 
   Topic One and Topic Two Together (analyze both topics together can be one or more paragraphs).
   
5. 
   Conclusion (sum up the compare and contrast essay, should generalize the thesis and should reaffirm the thesis).
   

The first paragraph of the essay will be an introductory paragraph. It will also include the essay's thesis statement. The first paragraph should present the first comparison from the Venn diagram, the second paragraph should present the second comparison from the Venn diagram, and the third paragraph should present the third comparison from the Venn diagram. If there are more comparisons on the Venn diagram, more paragraphs can be added. The fourth paragraph should present the first contrast from the Venn diagram. The fifth comparison, more contrast paragraphs can be added. The eighth paragraph should present the comparisons and contrasts together. The ninth paragraph should present the conclusion, generalization of the thesis, and reaffirmation of the thesis.
The Elements of Venn diagram Method
The elements of the Venn diagram method will be explained as follows:

1. 
   Topic in the top of the circles. There are two topics which contras both them and comparing.
   
2. 
   Keyword that is from related the topic. There is no limit for the keyword. The keyword or supporting ideas must put in the circles.
   
3. 
   General ideas. It’s must related the two issues and put it on the centre represent.
   

Teaching Procedure by Using Venn diagram Method
The following are teaching procedure by using Venn diagram method:

1. 
   The first step, the teacher explains to the students the aim of Venn diagram method.
   
2. 
   The second step, teacher divide students into pairs or small group if desired.
   
3. 
   The thirth step, the teacher provides one example for the students to see as an example of Venn diagram method.
   
4. 
   The fourth step, teacher gives students the paper size A4 as thing to create Venn diagram.
   
5. 
   The fifth step, teacher writes the topic on the paper which the topic appropriate comparing and contrasting two issues and ask all students to determine the two issues from the topic and general ideas from the topic then ask them to find as much as words that related to the both the issues then fill in the circles.
   
6. 
   The process of Venn diagram, teacher is suggested to give correction toward students’ mistakes if the students do not respond correctly.
   

The Advantages of Venn Diagram Method
The following is a summary of advantages of Venn diagram method as follows:

1. 
   ability in writing.
   
2. 
   Venn diagram method will improve the understanding of the relationship between facts.
   
3. 
   Encourage problem solving by showing students new creative pathways.
   
4. 
   Venn diagram method enables the students to be extremely efficient.
   
5. 
   Be enjoyable to look at, read, muse over, remember and write.
   
6. 
   Venn diagram method helps the students to stimulate the memory to know many vocabularies.
   
7. 
   Venn diagram method helps the students to absorb and processes information more quickly and easily.
   

References

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иностранном языке, М., 1978 г.
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