الفهرس 
مشكلة البحث، وإجراءاتهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The problem of the research is determined by the low level of students in acquiring rhetorical concepts, and the weakness of their ability to employ them in creative writing, and the research attempts to handle this problem trying to solve it through the Fryer model and the SQ5R strategy. To achieve this, the current research will attempt to answer the following questions:
1. What are the appropriate creative writing skills for second year secondary students?
2. What rhetorical concepts can be developed for students of the second year of secondary school?
3. What are the foundations of a synthesis strategy based on the Fryer model and the SQ5R strategy in developing rhetorical concepts and creative writing for second year secondary students?
4. What are the strategic procedures and steps based on the Fryer model and the SQ5R strategy in developing rhetorical concepts and creative writing for second year secondary students?
5. What is the effectiveness of a synthesis strategy based on the Fryer model and the SQ5R strategy in developing creative writing for second year secondary students?
6. What is the effectiveness of a synthesis strategy based on the Fryer model and the SQ5R strategy in developing the rhetorical concepts of second year secondary students?
7. What is the direct correlation between students’ comprehension of rhetorical concepts and the development of their creative writing?
Research steps:
The search proceeded according to the following steps:
Reviewing previous studies and research, and the literature related to the Fryer model, and the SQ5R strategy in order to determine the foundations of the synthesis strategy and teaching procedures.
Reviewing previous studies and research, and literature related to writing in general, and creative writing in particular, in order to identify and standardize creative writing skills appropriate for students in the second grade of secondary school.
Analyzing the content of the Arabic language curriculum for the first, second and third units in order to determine the rhetorical concepts involved.
Preparing and standardizing the creative writing skills test, and preparing a written performance assessment scale to correct the test.
Preparing a test of rhetorical concepts.
Applying the creative writing and rhetorical concepts test beforehand.
A list of the steps of the synthesis strategy and its codification.
Preparing a teacher’s guide to implement the proposed synthesis strategy procedures in developing creative writing skills for second year secondary students.
Teaching to the experimental group using the proposed synthesis strategy.
Post creative writing skills test application.
The application of the rhetorical concepts test for students of the second year of secondary school afterwards.
Monitoring and statistically processing the results.
Analysis and interpretation of results.
Presenting recommendations and suggestions.
The current research has reached the following results:
The effectiveness of the synthesis strategy in developing rhetorical concepts for second year secondary students.
The effectiveness of the synthesis strategy in developing creative writing skills for second year secondary school students.