the teacher uses OHP to display a video about the letter in business format and asks students to take notes. the video's link https://youtu.be/7xUTguLaaXI this is very suitable for the visual students then the teacher elicits from students what is the format of the business letter is by asking them questions such as what do you think the language used in a business letter is formal or informal? for whom do we write this kind of letter? and write notes stick them on the bulletin board. the teacher teaches the vocabulary and expressions used in such kinds of letters, for example, dear, sincerely, inform and so on... the teacher elicits from students the purpose of this genre which is an official purpose using special format and language. the teacher displays ppt slides of the business letter format and the topic they can choose from for example:1- making a complaint about a product. 2-canceling an order. the students are asked to choose one topic and organize their generated ideas and information by writing the outlines. this is considered the initial planning for the first draft. the teacher asks students to bear in mind the purpose of writing , audience, the format, and the language.

the students start to write the first rough draft. the teacher clarifies that this first draft depends on the ideas they have in the prewriting stage. it is time to give interest to meaning and the content. the teacher explains to them that they can write freely in this time they do not need to revise or rewrite. feedback for the first draft: after finishing the rough draft the students get strong feedback by three ways: 1-self conference :the students asks himself or herself questions as checklist: how do I feel about my letter? what can I add ? what is my purpose? 2-teacher student checklist:the teacher may ask such questions: which ideas do you want to arrange ? what is the best part do you like? 3-each student decides with his partner how to make this activity the students will read aloud to his partner or the partner will read or combination between these ways. then the partner will ask questions like what is the main focus of your writing (which paragraph) the partner should give feedback about : which part is done in unique way? which part the peer likes most what should be added to the letter every student is free to edit according to the partner's point of view or not he is the owner of the piece and has all the rights. the teacher provides students with references such as dictionaries and grammar booksand put them in a special space or shelf. the first draft is being revised and edited according to the previous feedback especially peer feedback.

the students start writing the final draft. the final draft is revised by a peer each student will exchange the draft with each other and the peer may comment on mechanics and language (proofreading and editing) this way is suitable for students who learned by reading and writing. the teacher encourages students to polish their writing by sharing it with the whole class by using the bulletin board. the students can publish their writing in the magazine that sticks on the wall.

the teacher uses green color for example to identify the mistakes and write them in margins. write examples of appropriate language instead of inappropriate ones. use codes to correct errors in margin for example s for spelling and teach students what these codes mean.

the teacher encourages students to write at the home a response to their letter according to the topic they chose .they can be asked to write the first draft.