 Well, within teaching the nuts and bolts of writing, we need to develop the art and practice of teaching well-formed, writing well-formed sentences, meaningful sentences. And one of the ways of doing it at elementary level or at the middle level or even at the intermediate level is called parallel writing. But parallel writing means that students are shown a model and they are asked to write sentence based on the information or based on the mechanics they have noticed in that kind of sentence. So, of course, this kind of activity is used to develop grammar reinforcement, but we can make students write similar sentences based on information they gather or they think of or they can also create sentences on their own based on information. So, we can see an example on this slide. For example, if you look at this example on this slide, there is one character Carlos and we have got a list of his likes and dislikes. And the teacher can read the sentences which Carlos likes and the points which he dislikes. And these are like the likes are ticked and dislikes are crossed, right? Whether Carlos likes music, hip-hop or football, classical music, hannas, films, clubs, spicy foods. So, if you look carefully at this slide, we have got sentences written, well-formed sentences written with the use of and and but, right? He likes hip-hop, but he doesn't like classical music. Another example is he likes football and tennis. He likes watching films and going out to clubs. Another example is he likes spicy food, but he doesn't like raw fish. So, we can now ask our students to write similar sentences based on another character, some of their own likes, some of their own dislikes. So, at intermediate level, if you look at the example shown on the next slide, that invites students to look at how pronouns are used in a text and then get them to write pairs of sentences in which they use pronouns in the same way based on information they are given. So, look at this example carefully on this slide and see what pronouns are used. And for example, let me read it aloud for you. On the 2nd of January 2003, Andrew Cooney became the youngest person ever to walk to the South Pole. He is 23 years old, proud leader. He telephoned his parents in Britain at 7.59 p.m. to say that he had completed the journey. It took two months. We were delighted, said his father Terry. We are proud of him. His mother Marilyn said that she was looking forward to him coming home. Mr. Cooney relied on his parents at home. They were, no, you can show this kind of example to your students and make them notice where the pronouns are used, where he is used, where we is used and how it's been used, where they is used and how it's been used, where I is used and how it's been used. So, this is how we can, you know, give some diet to the students, some food to the students to build up sentences, to write sentences which are well-formed, meaningful and coherent.