Saleh bin Abdullah bin Gramullah Al-Ghamdi*,1, Yseen bin Mohammed bin Abdoh Al-Ethaigiy1
1Associate Professor, Jubail Industrial College, Al-Jubail, Saudi Arabia
Volume: 16 | Issue: 4 | Pages: 99-115 | December 2024-|-https://doi.org/10.54940/ep66136105-|-PDF
Received:-8/8/2023-|-Received:-8/10/2023-|-Accepted:-18/10/2023
*Corresponding Author: [email protected]
Abstract
This study aimed to develop the content of the functional writing course at Jubail Industrial College in light of persuasive writing skills. To achieve this goal, the researchers prepared a list of persuasive writing skills suitable for students. In view of it, they analyzed the course content to measure the availability of those skills. Based on the results of the analysis, they formulated the proposed perception for developing the functional writing course. The researchers used a descriptive-analytical approach. The study resulted in a set of findings, the foremost of which are: A list of (19) persuasive writing skills drafted and distributed over three main skill categories: persuasive introduction skills, topic core skills, and persuasive conclusion skills. The study revealed that the total number of skill repetitions was (37). Considering the book's 1016 paragraphs, the percentage of this repetition was very low, at (0.0363). Furthermore, the study identified (7) skills that were not addressed in the course content, representing (39%) of the suitable skills for students. The presented proposed perception includes general principles and foundations, as well as the philosophy, objectives, and steps of the vision.
Keywords
Proposed perception, development, functional writing, skills, persuasive writing.
How to Cite
Al-Ghamdi, S. A. G., & Al-Ethaigiy, Y. M. A. (2024). A Proposed Perception for Developing the Functional Writing Course for Jubail Industrial College Students in Light of Their Relevant Persuasive Writing Skills.-Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(4),-99-115.-https://doi.org/10.54940/ep66136105
License
1658-8177/© 2024-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of thehttps://creativecommons.org/licenses/by-nc/4.0/-