Information collection & exchange

I like music because is a kind of communication. 
 
Music was used for our ancestors to express their feelings in situations such as religion, war, 
love, etc., and music is still used for the same purposes now a days. For example, you can know 
the feelings of Schuber when you listen to some of the famous Schuber's senatos which are blue 
and become you sad. 
 
Music is also used to express protest about political situations. For example, "The Jolckloristas" 
which is a latinamerican music group, sing several songs ag
Argentina, etc. 
 
n my opinion these
I
and for this reason I use music to communicate my feelings too by means of songs I wrote to my 
father, my mother and my wife. . . 

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Loop 3 
What do you need to listen to music? 
eed just be quiet for a minute and you can hear your own music which can tell you if you are 
ad or happy. This can result you so funny that you aren't going to try but think, which music is a 
t know how to 
produce it: they don't know the noise. Nevertheless I tell you they have their own internal song, 
ause we have more noise outside that is 
impossible we hear the beautiful song our heart play when he works. 
. 
Besides being an individual rather than a group technique, looping takes a longer time to work properly than 
oth
an
focus for his essay. 
However, it is apparent from the way the third loop dev
thir
will be more interesting to his readers than an essay based on the second loop would have been. 
evising 
he purpose of the revising aspect of writing is to make sure that you have actually said what you intended 
mpared with pre-writing activities) you have to be 
ideas are expressed. 
while others are retained and more fully developed. 
in the same way that their teacher does. You can set the example 
riting assignments so that there is clearly more than one revision stage. Show them through 
ents, suggestions, and other responses in the earlier revision stages should 
1. When you pick up a student's piece of writing, don't immediately reach for a pen or pencil. Read the 
whole piece through before you write anything. 
2. Look for strengths as well as weaknesses, and let the student know what the strengths are. 
3. Your main job is to help the writer see what to do next. Ask yourself: What should the writer do now to 
improve this paper? What does this paper need most? 
[Ann Raimes. Techniques in Teaching Writing. Oxford University Press, 1983.] 
Here is an example of a student composition, the way Raimes responded to it, and the subsequent revision 
by the student: