The plethora of research thus far conducted on Writing proficiency reveals the fact that in the construction of written discourse, writers do not attain a desirable level of well-written composition from its inception. They, nonetheless, undergo different recursive processes through the composition. From among different composing processes such as drafting and rereading, editing and revision have gained considerable importance due to the impact that they have on the final draft. It is for the same reason that some scholars assign editors to revise the final draft of their scientific papers. The purpose of this qualitative research was to explore the processes of editing and revision involved in Writing four academic text genres so as to determine the extent to which language learners are familiar with thorough reviewing. To this end, the researchers proposed three research questions and employed think-aloud protocol through which the participants needed to verbalize all their thought processes while performing the composition tasks. The collected data, then, went through content analysis based on a three- step procedure proposed in the grounded theory. The results offered four main processes of planning, formulating, evaluating, and reformulating. The editing and revision processes were then subdivided into different sub- processes of insertion, deletion, substitution, transposition, rephrasing and correction. The research highlighted the significance of editing and revision processes in teaching academic Writing as its main pedagogical implication. Also, exploiting the findings of this study for teaching productive skills in classrooms would make learners more active rather than passive.

The present research is a suggestion for Writing about “ The History of Comparative Persian and Arabic Literature” based on the “ Pattern of genres” . The main question of the article is which genre in Persian and Arabic literature can be the subject of study in Writing the history of comparative literature? This article seeks to find criteria for the separation and categorization of genres in Persian and Arabic literature that have the capability of comparative study within a historical context. In spite of the researchs that we've been discussing in the history of the article, this essay is distinguished for having a comparative approach in examining the historical evolution of Persian and Arabic literary types. The findings of this research show that the literary types that can be designed in this area can be divided into two groups: “ Common genres” and “ Parallel genres” . The first group is those who have some originality and Persian or Arabic origin and the second group is genres that their theme is one of the general human issues or from the Western-European imported genres to the Persian and Arabic literature.

This study was an attempt to investigate the comparative impact of concept map and mind map instruc-tion on EFL learners’ descriptive and narrative Writing. To fulfill this purpose, 60 intermediate EFL learners were selected from among a total number of 100 through their performance on a pretest, i. e., a piloted sample Cambridge Preliminary English Test (PET). Then, the students were randomly divided into two experimental groups of 30. The scores of the Writing part of PET were analyzed separately and the mean scores of the two groups were compared through an independent samples t-test in order to as-sure that the Writing ability of the students was homogeneous at the outset. Both groups underwent the same amount of treatment (14 sessions of 90 minutes) three days a week with one group undergoing the concept map treatment while the other the mind map treatment. A posttest comprising a descriptive and a narrative Writing were administered at the end of the treatment to both groups. The result of the Pillai’ s Trace Test (F = 12. 73 and p = 0. 000 < 0. 05) indicated a statistically significant difference between the two experimental groups with the mind map group that gained a higher mean in both posttests outper-forming the concept map group.

genres are the best method to evaluate literary texts. This classification is a principle for the continuation of literary studies due to breadth of literature. The present study tried to examine the importance of different genres and the evolution of the concepts of epic in novels. Epic, which is the story of heroism and the civilization, is defined based on the subject, its features and functions and it was addressed in a variety of thematic categories; by examining the similarities and differences of epic with other genres of literature (myths, fables, romances, novels), it was concluded that this genre didn’t belong to special group or special period, and classification of literature cannot limit a genre which can have the characteristics of other literary texts.

"Bakhtin begins by noting that human activity is inextricably related to the use of language, thenature and forms of this use being just as diverse as are the areas of human activity. Bakhtin's point is that each sphere in which language is used develops its own relatively stable utterance types, which he terms them speech genres. Bakhtin distinguishes between primary and secondary speech genres; the latter includes novels, poetry, drama, scientific treatises, etc. In the process of their formation, they absorb and digest various primary genres. According to Bakhtin it is impossible to speak or write outside of such genres. We acquire them in the process ofacquiring our native language, mastering them before we master the elements of grammar. The forms of language and the typical forms of utterances-speech genres-enter our experience and our consciousness together. The speaker's evaluative attitude towards his subject determines his lexical, grammatical, and compositional choices. This expressiveness is not a property of the linguistic units themselves but is imparted to them by the person using them through the use of a particular speech genre. Bakhtin stresses that one of the essential characteristics of the utterance is its addressivity, or its quality of being directed to someone."

The purpose of present article is to introduce the basic constituents of the story blueprint, and principles governing them. By the story blueprint I intend the reader's inference about some relatively short sequences of narrative events. The local rules operative on these sequences help the reader discriminate story characters' goal-directed actions from unintentional events and states, before mentally modeling an overall structure of interlinked larger sequences within a storyworld. Action, event, and state are among the concepts inextricably connected with the notion of story and reiterated through the history of narrative analysis. The concepts at issue, and with them the nature and scope of narrative itself, have been further illuminated by recent insights offered mainly by linguists, philosophers, and cognitive scientists. Most of these developments occurred long before the establishment of cognitive sciences, and even before the heyday of structuralist narratology. But despite their availability at the time, they have been brought within the compass of classical theories of narrative since only a couple of decades ago. Narrative theorists argue that to tell and comprehend stories is to operate within a system of rules in which events are preferentially viewed as structural sequences of intentionally-oriented actions. In recent works on the semantics of verbs, however, language theorists have made finer-grained classifications of expressible events, with actions as a mere subcategory. This article is thus meant to explore some of the implications of verb semantics for narrative theory, especially as concerns typology of narratives under various genres.