Due to the prominent place composition holds in teaching French
to non-native speakers, this article examines the effectiveness of
formative evaluation in improving the writing skills of second year
students in the department of French language. I
n addition, by
showing the difference in the scoring results between the students
who followed the formative evaluation and those who didn’t, this
article aims to illustrate the impact of distributing copies of the
grading scale to students during the training period.
This paper aims at identifying the relation between the level of written
comprehension skills and the "sex" variant in orphaned children, in addition to identifying
the relation between the written comprehension skills and the orphanhood period.
T
he study has been conducted in Lattakia Governorate, Syrian Arab Republic,
particularly during the period between January and September of 2016, through which the
researcher applies the descriptive method as it fits the type and purpose of the study. The
researcher has arranged a test derived from the Writing activities for ages ranging from 9-
10 years old in the standard curriculum in Syria. The targeted category involves all
orphaned children within that range in Lattakia and it was carried out over 175 male and
female children. This category has been chosen randomly.