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Writing a story in the style of magical realism has never been the dominant style of Iranian storytellers. However, the number of writers who have tried this method is not small. One of them is the well-known author Moniru Ravanipour. Moniru Ravanipour's novel "Ahle Ghargh" is much more known as a story in the style of magical realism. But how faithful is this story to the components of magical realism? This study intends to answer this question. After a careful analysis of the features of this style and a re-examination of the novel “Ahle Ghargh” in a new reading, it has been concluded that the author follows this style in the magical part of the story; but in the second part, he recedes from the components of magical realism. In cases such as breaking the author's (narrator's) voluntary silence, using stereotyped statements to make the story believable, conscious interfering in the construction of symbolic characters, creating multiple suspensions, changing the lost identity, and having a reporting tone, the story is distorted and it takes some distance from the style of magical realism.

Metaphors are central to academic writing and scientific theorizing. To create awareness about the features of metaphor in English academic writing, this study investigated frequency, types, and key categories of metaphor in published articles of non-native speakers and compared them with those of native speakers. The data have been collected from 50 research articles with the topic of cancer and gene silencing. For description of frequency and types of metaphors, a sample section of articles was coded with manual metaphor identification procedure and for identification of key categories, a semi-automatic procedure including of software and manual analysis was conducted. Findings suggested that similar to the writing of native speakers, metaphor was a highly pervasive phenomenon in 2nd language academic writing of non-native speakers and indirect metaphor in comparison to direct and implicit metaphors led the rank type of metaphoricity. The results, however featured more number of key metaphor categories with higher variety of metaphorical words in the written discourse of non-native speakers.

Writing may be regarded as the most complicated competence in language teaching. Acqisition-Methods of this competence, language learners' being unaware of such modern strategies as "free writing" and "creative writing" in the area of language teaching, the non-application of such modern methods on the part of university instructors etc. led to the shortcoming with writing competence, more specifically, by institutions for translator-training. Drawing on moderate Constructivism and process-oriented writing, the authors of the present paper have tried to present a micromodel on how to familiarize the students with writing processes in the context of free/creative writing. The outcome of such a familiarity will be dynamizing courses related to teaching writing, resolving the students' fears from how to start writing and creating texts which are well-organized in terms of "propositions" and "phrase structures". On the ground of moderate Constructivism, the present exploration aims to present an essential base theme for including free-writing in the current undergraduate German Translation program.

Writing in a second language is usually considered as the last yet the most challenging skill to be learned. Similarly, learning to write in Arabic seems to have its own complications due to its unique grammar and sentence structures; hence, the present study attempted to investigate the effect of ‘Pattern Practice’ on developing Arabic students’ writing skill. However, pattern practice was not in the form of traditional mechanical drilling of the Arabic structures; instead, the learners participated in some awareness raising sessions including practicing the already identified and underlined structures of the texts through translating the similar structures from Persian into English. The present study attempted to answer the fundamental question of whether translation pattern practice had the potential to develop writing proficiency and reduce the learners’ errors when writing in Arabic as their L2. Writing errors were classified as grammatical, lexical and spelling. The study, hence, tried to identify the effect of practice on all such errors.The sample including 34 available Persian speaking students from Yazd University majoring in Arabic language and literature were selected and randomly assigned to a control and an experimental group. A proficiency test was given to ensure the groups’ homogeneity before the study started. Then, during the whole semester, both groups received several short Arabic stories. Arabic sentence structures, vocabulary and spelling of the stories were discussed in each class. However, the experimental group had the chance to rehearse sentence patterns through translation pattern practice. The results obtained at the end of the semester revealed a significant difference between the frequencies of the errors in their writing samples. In other words, the participants of the experimental group had significantly fewer structure and lexical errors, but the difference between the frequencies of spelling errors was not significant. The findings suggest that ‘Pattern Practice’ had the potential to improve the learners’ interlanguage and enhance their writing ability.It can be concluded that in awareness raising sessions of reading and analyzing the texts, learners noticed how the structures worked, and further translation practice followed by corrective feedback led to deeper retention of the structures. Therefore, the target translation practice can be identified as an efficient strategy on reducing the learners’ writing errors especially when writing Arabic sentences. The results had pedagogical implications for Arabic teachers when developing writing skill in universities and language institutes.

The present study compared online teacher and peer feedback with respect to feedback type and the effect they have on EFL learners’ writing ability. As regards the feedback type, the study explored the focus of teacher and peer feedback (content/ form), the accuracy of the comments they provided, as well as the patterns of incorporating comments by the students. The participants of the present study were 60 students participating in three intact classes, majoring in English language Literature and TEFL. The students in one of the groups received online teacher feedback, while the other groups received peer feedback; in one of the peer response classes, the feedback was exchanged through the conventional paper- and-pencil format, while in the other class, the students swapped comments through a website. The required data was collected through the students’ essays, written during an academic semester, and a semi-structured interview. In the present study, seven queries were raised and attempted to be answered. At first, the study checked the effect of different online and conventional feedback methods on the students’ writing ability in the short and long run. The results indicated that the students in the experimental groups outperformed those in the conventional peer feedback group in the long run (in immediate and delayed post-tests), while no difference was observed between the two groups on their immediate posttests (in the short run). The findings of the study also indicated the superiority of the online courses in helping the students with lower levels of English proficiency to improve their writing ability. The results showed that the students in the online groups (both teacher and peer) used internet to increase their on-task interactions; they also took advantage of online resources, like dictionaries. The students in the online groups were found to use the resource texts found on the internet as models. They also reflected on their writings, and could check their progress more easily. They stated that they were less anxious while challenging the comments of their peer or the instructor. The third research question dealt with the type of feedback that students in online and conventional peer feedback groups provided. The results revealed that the online medium could affect the students’ patterns of giving feedback and directed the focus of the students from merely local aspects to global and suprasentential aspects. Although the students in both groups managed to give comments on both global and local aspects, the online group students gave significantly more global comments. The fourth research question tapped the accuracy of the students’ comments in the online and conventional groups. The findings showed that the online medium was successful in reducing the number of miscorrections. The students in the online peer feedback group gave significantly more sound comments, and significantly fewer inaccurate comments than their counterparts in the conventional group did. The present study also investigated the effect of online feedback medium on the students’ pattern of incorporating the peer comments. Although at the beginning of the experiment, the students incorporated just around thirty percent of the comments, this level increased two times in the conventional group, and more than three times in the online peer feedback group at the end of the semester. The results also revealed that the online group students became more successful in distinguishing the corrections and miscorrections and deciding upon the incorporation of them in the second drafts. The sixth research question investigated the students’ attitudes toward and perceptions about peer feedback. The students in both online and conventional peer feedback groups were interviewed. The findings showed that the students in both groups had positive attitude towards and perceptions of peer feedback. The students in the online group had significantly more positive attitude towards and perceptions of peer feedback. The students also enumerated time-independency, place-independency, use of online resources, and negotiation over the comments as the major advantages of the online peer feedback. The only disadvantage of this type of feedback, stated by the students, was the internet disconnections. With regard to their preference, none of the students disliked online peer feedback; the preferences were of two types: the first group favored just the online medium, and the other group preferred a combination of online and face-to-face peer feedback. In sum, the results of the study revealed that the students in online teacher and peer feedback groups significantly improved more than those in the conventional peer feedback group. Other factors like the accuracy of the comments, the focus of the comments, and the revision patterns, also, indicated the superiority of the online feedback. The higher levels of students’ attitudes towards and perceptions of peer feedback of the students in the online group showed the superiority of online peer feedback.

Teaching/learning the intercultural skill is an important part of teaching French as a foreign language. The intercultural skill as a life skill, is an ability to think about own and foreign culture, having an objective look and an open attitude toward the situations including cultural differences. Because of its subjective nature, teaching these skills is not possible only by transferring the teacher’s knowledge to a learner. It is necessary for students to be involved in the exchange of information in order to internalize these skills. In the case of Iranian learners who are studying French in a non-French country, arranging such opportunities in the classroom is one of the most important challenges with them any teacher should be faced.
Considering the fact that writing, - especially its creative and subjective forms– plays an important role in the personality’s development, the purpose of this study is to verify the efficacy of an intercultural approach in an FFL Iranian class and see which obstacles should be avoided in the identity formation process in order to help Iranian language teachers to transform their writing class to an excellent place for improving the intercultural competence. Achieving this goal, we tried to answer the following questions:
How writing can contribute to the development of intercultural competence?
How the intercultural approach will influence the intercultural identity formation in the writing class?

So we attempt to design an educational scenario, based on Kolletta's intercultural approach, which gives students the opportunity to develop their intercultural identity in a creative writing workshop and we noted student’s reactions to this approach.
Students writings were scored for cognitive, emotional and imaginative functions and the comparison between experimental and a control group, performed by the independent T-test showed that although both groups had succeeded as intercultural mediators, the experimental group members wrote relatively longer and more creative texts.

Writing is a tool for transferring of concepts, information and findings and it is subject to certain rules and principles in every language. Paying attention to the writing principles and avoidance of writing mistakes necessitate precise and systematic codification of the writing principles. One of these principles of systematic writing is paying attention to the smallest semantic unit, i.e. word, when writing. The recognition of the word and its proper application is the prelude to the correct writing. Offering an efficient pattern for the selection of the words assists correct writing. Word is the smallest part of writing and it plays an effective role in text formation. The coherent and principles connection of the words is of a considerable importance in writing. Failure in selecting correct words bars the advance to the next stage that is the very topic of coherent writing; therefore, correct writing depends on the precise and right selection and application of the words. In writing books, discussions on words are scattered about two parts, namely formal and lingual editions. In formal edition, the spelling method and cursive writing and block lettering are discussed. The discussion is solely related to the appearance of the words and the method of writing them. In lingual edition, as well, attention is directed at some wrong structures in writing of words; for example, words are discussed in discussions on various kinds of borrowing, serotyped writing, prolixity and so forth. But, an independent discussion regarding the principles of choice of word is missing from these books. Considering the importance of word selection and its being emphasized in rhetoric, enjoyment of such knowledge and, of course, its topics can set the ground appropriately for elucidating the principles of choice of word in Persian language.
There are discussions put forth in rhetoric that are significantly connected to the grammar and writing rules; some researchers have pointed to the relationship between grammar, semantics and their differences: “grammar predominantly discusses the dos and distinctions; but, rhetoric substantially deals with such topics as artistic applications and the more effective choices and probabilities … also, the discussions in semantics are mostly related to the meaning that can be somehow considered as spiritual aspects of grammatical issues” (Shamisa, 2014, 31). But, discussions about the link between rhetoric and writing are amongst the topics that have not been yet considered the way they deserve.
Verbal eloquence and fluency is amongst the discussions closely related to writing in rhetoric. Eloquence in rhetorical books is proposed in three levels, word eloquence, discourse eloquence and speaker’s fluency. In discussions on lexical eloquence, emphasis is made on the words’ meanings, grammatical dos and don’ts, lexical euphony and agreeableness of the lexical sounds as well as the application of the words and these topics are all closely associated with writing style, especially choice of word. In fact, the thing that is posited in rhetoric as “eloquence” is the discussion about the writing dos and don’ts. Some researchers believe that this part of rhetoric should be placed amongst the topics discussed in grammar (see also, Vafa’ei and Aghababa’ei, 2015: 46). Although such subjects as eloquence and its types feature grammatical infrastructure in some discussions (like opposition to the analogy). it is not completely matching with the grammatical rules and it is found interlaced with writing style in many of the cases.
Considering the importance of words in writing and knowing that the emphasis is made on the conditions of selecting an eloquent word in rhetoric, the present study takes advantage of lexical eloquence pattern to take into account certain conditions for word selection in Persian language. Of course, the conditions mentioned for lexical eloquence in rhetoric are more of an affirmative aspect and the issue has been criticized to some extent; but, these same affirmative properties guide us to the optimum pattern of word selection. According to the descriptions presented up to here, the primary study question is that can the word eloquence pattern in rhetoric be used to offer an efficient pattern of word selection? So, the objective of the present article becomes the investigation and analysis of word eloquence pattern in rhetoric and then applying it in word selection.
Pondering over the rhetorical books indicate that the rhetoricians have made suggestions for the proper selection and application of words that can be appropriate solutions for choice of words. It was made clear in an investigation of the word eloquence in rhetoric and taking it into consideration in word selection process that:- The thing that is proposed in rhetoric as “word eloquence” is a perfectly writing discussion that is intermixed in some of the cases with grammatical dos and don’ts.
- Many factors cause letter cacophony and discordance of words’ euphony amongst which lengths of words, types of consonants and vowels and their style of arrangement can be pointed out.
- Word lengthiness or combination in writing can cause damages to language in two respects: 1) it can cause pronunciation cacophonies and 2) discord the writing system of the language. Thus, the collocation of the letters is of a considerable importance in both speech and writing while, in the majority of the definitions provided for letter cacophony in rhetorical books, it has been to be connected with pronunciation. It seems that the term can also incorporate the inappropriate collocation of letters in writing system of the language.
- Although strangeness/novelty of the usage is mostly applied for the obsolete and abandoned words from the perspective of rhetoric, it can be expanded to the words that do not feature the required validity and applicability in the standard Persian language and are not authenticated by the language specialists. Disregarding the obsolete and unfamiliar words, other word groups can be considered as instances of strangeness of the usage, including stereotyped writing, strange exotic words, unfamiliar colloquial words and some homonyms.
- The discussion about opposition to the analogy in rhetoric is perfectly laid on the foundation of grammar and its most important examples in choice of word and word use areas pertain to two parts: 1) borrowing from Arabic and other languages; 2) lack of paying attention to the morphological and semantic rules of Persian language.
- Antipathia of audition overlaps with letter cacophony in pronunciation area and it encompasses the use of heinous and bad words in rhetoric.

This study investigated the relationships among perfectionism, writing anxiety and writing achievement among Iranian EFL learners. To this end, a sample of 402 second year undergraduate students of English filled out the perfectionism and writing anxiety questionnaires. Students’ writing achievement was also obtained through their final writing scores at the end of the semester. In the first stage of data analysis, the results of descriptive statistics, correlation and multiple regression indicated that from among the three types of perfectionism, socially prescribed perfectionism is the best predictor of writing anxiety. Writing anxiety, self-oriented perfectionism and socially prescribed perfectionism were found to be significant predictors of writing achievement, respectively. In the second stage of data analysis, a hypothetical model of the relationship between the variables was proposed based on the findings of the first part. IThe results of path analysis revealed that despite the existence of a significant relationship between each pair of variables, the model proposed here did not have sufficiently high goodness of fit as a whole.

The correction of literary and historical texts is one of the valuable works in recent century which has provided the basis for the revival of many classic poetry and prose. This has paved the way for the accessibility of scientific, literary, historical and religious texts for those interested in Iran’s history, literature, and culture.
The history of Zolgharnain written by Khavari Shirazi, one of these historical texts, is one of the first-hand sources of King Fathali Shah Qajar in which the author has written many of the historical and social events of that period.
This book is published in two volumes corrected by Naser Afshar containing an introduction by him in which there are around two thousand couplets with different subjects which are of especial importance. In this article, we, first, investigate the defects in the corrected introduction and the text footnotes, then, we attend to the criticism of all the poems’ correction in terms of content, text readability, techniques of correction and writing.