Communication Skills: Listening, Speaking, Reading, Writing Communication skills link with all other skills.

Reading is part of information gathering and critical evaluation, listening is part of observation, and speaking and writing often depend on observation, interpretation of quantitative data, and critical evaluation of information. Communication and information themselves are closely related categories. There are messages and media, and as a wise Canadian scholar once announced, often the mediu m is the message. The point again is that skills and knowledge areas are interconnectedlearning isnt neat, even though you have been asked to factor out your own learning into skills and knowledge areas in a somewhat artificial way. Communication skills also arent neat; communication involves reading, thinking, and writing, or listening, speaking, and observing, all of which can overlap and occur simultaneously as transfer of information takes place. And I havent yet mentioned non-verbal communication, which perhaps may be the most eloquent form of communication for people who are astute observers. In reflecting upon and sorting out your communication skills, then, think of communication as ways and means of gathering and relaying information, and think of information as what there is to be gathered by any means. That is, consider the widest range of reading, writing, speaking, listening, signaling, and gesturing as you consider your communication skills. Identify your communication skills in the non-verbal, listening, speaking, reading, and writing areas by reflecting on your daily communication experiences. Some questions to consider: Listening When you are listening, how long can you listen before your attention wanders? Does attention differ with subject or speaker? How do you keep attention when the information is important to you? How much of what you listen to are you able to retain? What techniques do you use to recall the main points of a speech or a television presentation? Speaking Have you ever taught anyone how to do anything? How did you go about it? How did you make sure the person understood you? What languages do you speak (including signed languages)? Can you understand rapid, colloquial talk over the radio or television? What languages do you read? Reading Do you read every book from beginning to end? At the same speed? What strategies do you use to make sure you understand the meaning and recall the important points? How effective a reader are you? That is, how often do you need to go back and re-read in order to understand and retain important information?

Writing What difference do you see, if any, between spoken and written communication? What kinds of communications do you ordinarily write (letters, reports, proposals, essays, etc.)? How easy or difficult is it to write these communications? How well do others understand your written communications? Does your composing and writing using a computer differ from your composing and writing hard copy? General How many ways of communicating non-verbally do you use fairly often and/or pay attention to coming from other sources? How important is non-verbal communication to you? With whom do you communicate, and what means do you use? What do you do to make sure that you have understood a communication correctly? What else do you think you need to learn in the area of communication skills?

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IMPROVING YOUR LISTENING SKILLS Listening is something that we tend to take for granted. Of course, everyone knows how to listen! But sometimes distractions get in the way of people really hearing what the other person is saying. Active (or reflective) listening is a way of listening and responding to another person in such a way that the person feels that they have really been heard. It takes the conversation one step further into the feelings of the speaker. Active listening is not only a very learnable skillit is also an attitude. If you truly want to listen to people, you need to accept them for who and what they are, not what you want them to be. You have to be focused and attentive. Active listening is hard work! ARE YOU A GOOD LISTENER? Think about your relationships with the people in your life. If asked, what would they say about how well you listen? Do you often misunderstand people or only vaguely remember what people have said to you? While listening, do you sometimes think about how you will respond to the person, judge what they are saying or what they are wearing, or start to daydream? Do you frequently interrupt a speaker with an idea, suggestion, or to finish his/her sentence? Do people seek you out to talk with? WHY LISTEN ACTIVELY? Our brain works four times the speed that someone can speak. You have to actively focus on listening so that your mind doesnt wander. It enriches you and those around you, and guides other areas of your life. It can build trust and respect between people, and prevent misunderstandings that can lead to conflict, frustration or hurt feelings. While listening to other peoples point of view, you may just learn something new and fascinating! TYPES OF LISTENING Passive Listening: Listener does not verbally respond to the speaker (e.g., watching television, listening to a joke, in everyday conversations where you arent interested in more information, etc). Active / Reflective Listening: Listener provides verbal and non-verbal feedback in the way of questioning, gestures and paraphrasing. Listener also uses his/her whole body (eyes, relaxed body, etc) to listen to the speaker. Empathic Listening: Listener projects oneself into the personality of the speaker in order to better understand that persons emotions or feelings. HOW DO YOU LISTEN ACTIVELY?

Hearing is the first steppay close attention to make sure you hear the message correctly. Interpretation: Make sure your understanding of the speakers message is accurate Evaluation. Ask questions, dont jump to conclusions. Respond. Let the speaker know that you have heard them.

LISTENING TECHNIQUES Below are some basic techniques used in active listening. These skills can be practiced and used in oneon-one conversations or in group settings. Attending / Focusing: Act like a good listener. While you listen to the person speak, its very important to keep your focus and attention on the person who is talking. - Dont talklisten. People like to get their own opinions or stories across. A good listener lets them do it. If you assert you own position at every opening you will eliminate the benefits of listening. The speaker will not feel respected, their thinking and brainstorming will be inhibited, and they may withhold information out of caution or anger. - Shut out or overlook distractions (e.g. phones, unfamiliar accent, speech problem etc.) as best as possible. Stop all non-relevant activities and dont multitask. - Be aware of your body language. Lean forward and face the person. Maintain good eye contact. Keep your body posture relaxed. If you get tired, move your body. - Focus on the speaker, their words, feelings and body language. Listen to the tone of their voice and rate of speech. Hear what is being said, and what is not being said. - Dont interrupt, even to agree with the speaker. - Dont jump into the conversation when there is a moment of silence. Responding: It is very important to let the speaker know that you are listening. This will provide encouragement for the speaker to continue talking. Try to convey warmth and caring in your own individual way. - Give the speaker non-threatening verbal responses such as Uh huh and Hm-mmm when appropriate. Check your tone for sincerity. - Give the speaker non-verbal responses such as an encouraging nod of your head and non-judging facial expressions. - Dont touch the person (unless they initiate it)even if they seem upset or are crying. Many people dont like to be touched, and giving them a hug may be more for you than for them. Let them know that you acknowledge their sadness by saying phrases such a s, Im so sorry or I understand. - Control your emotional hot buttons. Certain words, issues, situations, etc. can be emotional triggers. When these issues trigger our hot buttons we tend to distort, positively or negatively, the message we are hearing. We may tune out or pre-judge the message and/or the speaker. Restating / Paraphrasing: To do this, restate some of the speakers key points in your own (but fewer) words. Some examples include, What I hear you saying is. or Let me see if I understood you correctly. You said that the experience made you feel.. - This lets speaker know that he/she has been heard. - This allows the speaker the opportunity to correct any misunderstanding or misinterpretation you might have. Clarifying: This allows you as a listener to ask questions in a supportive manner to make sure that you understand what is being said, get some background information, or to encourage more information from the speaker. It is accomplished by asking questions so that both you and the speaker are confident that you really understand what the speaker is saying. - Asking the speaker questions lets them know that you are open to any response that they may have, and that you are really listening and not judging.

- Questions must be asked in a non-interrogating or non-threatening way. You didnt like that, did you? sounds threatening and may hinder additional information. However, How did you like that? is open and encourages the speaker to respond. - Eliminates assumptions. As a listener, never jump to conclusions! Ask questions! - If you didnt understand a meaning of something, ask a question such as Do you mean.? or Did I understand that you.? This will make the speaker feel really listened to and cared about. - Allows you to gather more facts and details (e.g., What happened before this took place?) - Encourages elaboration (e.g. What happened next?) - Encourages discovery (e.g. What do you feel are your options at this point?) There are two types of questions you can ask, each dictating how much information you will get from the speaker. - Closed-Ended Questions: They require only a yes or no response (e.g. Was your dinner good?) - Open-Ended Questions: They invite more input from the speaker (e.g. What was good about your dinner? Reflecting: This is the art of reflecting back to the speaker any feelings, experiences or content that has been heard or perceived through clues. - Interpret tentatively what you heard. If appropriate, you might say something like, It sounds as if that experience made you feel sad. Is that true? - Watch for non-verbal cues that might contradict what the speaker is saying verbally. If verbal and non-verbal cues dont match, check it out with the speaker. Feedback: This involves sharing your feelings/reactions to the speaker. It means sharing your perception of what the speakers experience was. Some examples of feedback include: Wow, as Ive been listening I get a sense that this was _______ for you. Is that correct? or What youve just told me must have been ______ for you. Thanks for trusting me to share your experience with you. - It should be immediate, honest and supportive of the speakers need to share this information with you. - If appropriate, share perceptions of the other persons ideas or feelings, disclosing relevant personal information. Do not derail the conversation in another direction and do not take over the conversation. - Summarize by bringing together in some way the speakers feelings and experiences, thus providing a focus. - Dont give advice, even if the person asks for it. Ask them, How do you see it being solved? Suggestions from others can be provided later. - Thank the speaker for sharing. Acknowledge how hard it might have been for them. Let the person know that you respect their thoughts and opinions. Nothing feels so good as being understood, not evaluated or judged. When I try to share some feeling aspect of myself and my communication is met with evaluation, reassurance, distortion of my meaning, I know what it is to be alone. (Carl Rogers, psychologist)

BARRIERS TO LISTENING While listening to someone, there are many barriers that can prevent a person from really hearing what is being said. These barriers come from both the outside as well as the inside. External Barriers: These are the various things that happen around you, such as noises, clutter, and other interruptions, that act as barriers to active listening. Before you start to actively listen to someone, try to eliminate as many of these external barriers (e.g. turn off your cell phone, put down another task that you are doing, etc.) Internal Barriers Within the Listener: There are also many barriers to active listening that come from within the listener. They include things such as past experiences, prejudices, assumptions made, certain attitudes, and personality traits, etc. that affect how well you truly hear what is said. Here are some samples: - Comparing: Trying to figure out how what is being said is better/worse than something else (e.g. Does she think that she is the only unhappy person? My problem is so much bigger than hers.) - Personal Experience: Your own past experience can leave emotional cotton in your ears. This can cause you to misinterpret what someone is saying based on your own personal experience not theres. - Automatic Talking: Listener responds to the first recognized word speaker says; not to the overall meaning of what the speaker has said. - Mind-Reading: Thinking in advance that you know what someone is going to say. This can lead to mentally tuning out before the speaker is finished talking, or worse yet, interrupting the person to finish their sentence. In either case, this leads to misunderstanding, frustration, and possibly even anger. - Rehearsing: Trying to figure out what you are going to say in response. Instead of listening to the person, you are thinking about your response to them. - Judging: Discounting or judging the speakers values and therefore writing off what the person is saying. This distorts your ability to really hear their message. (e.g. Look at that haircut or Hes loud and obnoxious.) - Day Dreaming: Something the speaker says has triggered your own thought process and you start to day dream. - Fixing/Advising: This is the tendency to only listen initially to the speaker, then begin to search for a fix or advice to offer the person. Note: People overall do not want to be fixed, and most suggestions will be disregarded (unless specifically asked for) and may result in anger toward the fixer. - Sparring: You focus on things that you disagree with and will verbally attack the person when they are finished speaking. You fail to take into consideration that this persons experiences are unique, and that only he/she is the expert on themselves. - Filtering / Twisting the Message: You only hear what you want to hear and ignore everything else. You do not really hear what is being said. - Making Assumptions: This is the process of coming to some kind of conclusion about someone or something with incomplete information. Assumptions about people are made constantly, and can severely limit your ability to communicate effectively and honestly with other people. - Perceptual Errors: Perceptions of people and events are often distorted due to the failure to consider important information. You can overemphasize certain things, while downplaying others. This process is affected by a number of factors: age, health, sex, culture, social roles, previous experiences, and even self-concept. People tend to judge others on the basis of how they view ourselves.

 Barriers Within the Speaker: Sometimes the barriers come from the speaker themselves, which can make true communication difficult. They include: - Expectations: Speakers may sometimes have certain expectations of the listener and these are often not expressed to others. This is where clarifying what the speaker has said and asking pertinent questions is important. - Risk Taking: Taking risks in communication can be scary but necessary. Often the speaker has this silent question: If I risk myself and this is all Ive got, what will happen if I am rejected? That is why it is very important as a listener to accept and respect the person for what he/she is. - Avoidance: A speaker may avoid certain subjects or disclosures if they feel it might be unsafe to talk about for a variety of reasons. That is why it is important to let speakers say what they want without fear of being judged, ridiculed or verbally attacked. - Speaking in Code: This refers to speaking in a language or jargon that is only understood by some people--not all. Even though it is usually done with realizing it, its not polite and keeps understanding low. This can be overcome by the listener asking open-ended questions for clarification. - Boundary: A boundary is something you have developed that defines what is good or bad for you. These are accumulated during our lifetime for protection and can become a learned method of existing. Some people have no boundaries and it often gets them into trouble. They may offer far more information than what is asked for and may become a turnoff to others. STEPS FOR CONTROLLING EMOTIONAL HOT BUTTONS Sometimes something a person says triggers an emotional response in us, many times due to a past experience. In order to minimize the response, try some of these techniques. Listen attentively without interrupting. Take several deep breaths to help you control your physical reaction. Make a conscious choice about your response. You can get angry, look for a solution, or ignore it. Trying to solve the problem is the best way to keep it from happening again. Acknowledge the other persons feelings. Make it okay for them to feel the way they do. Ask objective questions for clarification. Open- ended questions are especially useful. Try to see the other persons point of view. You dont have to agreejust understand it. Stick to the subject. Define your problem and dont let other issues inte rfere. When appropriate, express your point of view. Dont try to prove your point of view. Present your evidence without backing the other person into a corner or being accusatory. Explain why you feel the way you do. A reasonable explanation can often take the sting out of an emotional issue. If a conflict does occur, work out a win-win plan. Make sure your solution is fair and workable for both (or all) of the people involved. THINGS TO REMEMBER Keep an open mind. Set aside your prejudices and opinions. If the speaker becomes quiet, allow them the time to gather their thoughts and process information before you jump into the conversation. Periods of silence can be very cathartic. Active listening does not mean you agree with, but rather understand, what the other person is saying. Acceptance is different from agreement. Acknowledge any personal emotional state. Try to suspend your emotions or just passively listen. All feelings are acceptable, but not all behaviors. A person might express feelings of anger, which is fine. However, it is not okay for a person to physically attack in anger.

USING EMPATHIC LISTENING IN CONFLICT RESOLUTION WHAT IS EMPATHY? Empathy is the ability to put yourself in another persons shoes; to project yourself into the personality of another person in order to better understand that persons emotions or feelings. To truly empathize with someone, you must ignore your own perception of the situation for the moment, and accept the speakers feelings, thoughts, and ideas about the situation. It does not mean that you agree with the other person it just means that you understand them. WHY USE EMPATHIC LISTENING? Most mediators use empathic listening skills during conflict resolution. Why? Because they know that true problem solving cannot begin until all persons involved feel that they have been heard and understood. And that is the goal of empathic listening. Usually the parties in conflict have been talking at each other; not with each usually resulting in misunderstanding, hurt and mistrust. They are commonly locked into positions that they know the other person will not accept. The parties tend to be close minded, distrustful of each other, and often angry, frustrated or hurt. In order for real communication to occur, each person must be willing to really listen to the other person without prejudice. If both parties can do this, the chance of being able to solve a mutual problem becomes much greater. BENEFITS OF EMPATHIC LISTENING: It forces people to listen attentively to others. They can talk to each other, not at each other. It avoids misunderstanding, as people have to confirm that they really understand what the other person has said. It tends to open people up, to get them to say more, and encourages the surfacing of information It builds trust, teamwork, cooperation and respect It enables people to release their emotions in a safe environment It reduces tension and stress. It creates a safe environment that is conducive to collaborative problem solving TIPS TO LISTEN EMPATHICALLY: Be willing to let the other person dominate the discussion Be attentive to what is being said Be careful not to interrupt the flow of thought Be sensitive to the emotions being expressed Be able to reflect back to the speaker the substance and feelings they have expressed STEPS IN EMPATHIC LISTENING This technique can work either between the two persons in conflict, with a third person acting as mediator, or even in a group. The best results happen if every person involved uses empathic listening. Each party needs to understand at the onset that everyone involved will get a chance to speak; therefore it is imperative that while the other person is speaking that they do not interrupt or otherwise derail, harass or attack the person speaking. Be Attentive/Focused: Sit facing the person directly. Be aware of your body language, keeping it in a relaxed position. Lean your body toward them and maintain eye contact. Shut off distractions. Pay attention to both the speakers and your non-verbal communications. Create a positive atmosphere through non-verbal behavior.

- If necessary, start with a question to get person to tell their story. Encourage them by saying things like, Tell me what happened from your perspective, or How have you been affected? - If the person is overwhelmed with anger or other emotion, sometimes it is necessary to enable the person to engage in a cathartic process (e.g. being allowed to rant, cry, yell, etc) as long as they dont use physical force. - Try to understand the feeling the person is expressing, as well an the intellectual content. Most of us have difficulty talking clearly about our feelings, so it is important to pay careful attention. Respond: Listen patiently to what the other persons has to say, even though you may believe it is wrong or irrelevant. - Indicate simple acceptance, not necessarily agreement, by nodding or perhaps injecting an occasional mm-hmm - Be a sounding board. Restate/Summarize: Restate the persons feeling briefly, but accurately. At this stage you simply serve as a mirror. Encourage the other person to continue talking. - When the other person has finished speaking, summarize in your own words, what you heard the person say for verification. I heard you say.is that right? or Let me review what Ive heard you say. Please correct me if I leave anything out. If you havent gotten it right, the speaker will give you immediate feedback. Clarify: Elicit more information about the persons perspective by drawing him/her out with clarifying questions, (Could you tell me more about? Im interested in learning your thoughts on .) - When the other person touches on a point you want to know more about, simply repeat his/her statement as a questions. With this encouragement he/she will probably expand on his previous statement. - Avoid direct questions and arguments about facts. Refrain from saying, Thats not true. You may want to review evidence afterwards, but it is irrelevant to how a person feels now. Reflect Feelings: You can show that you understand the speakers point of view without agreeing with them. - Try to name the persons feelings without judgment and rephrase in neutral terms, I hear that you are very frustrated. Is that right? - Dont discount the speakers feeling with stock phrases, such as Its not that bad. - Dont let the speaker hook you by getting you angry, upset , judgmental or argumentative. CONCLUSION After having the opportunity to be truly listened to without interruption, evaluation and judgment, many people feel encouraged and empowered. People probably heard things that they hadnt heard before which broadened their understanding of how the other person saw things. It also may have helped clarify some things in their own mind, while providing some needed emotional release. During such communication, minds can be opened allowing people to be more receptive to new ideas. In creating a trusting environment, it is hoped that the seeds of communication will have been planted replacing the negative emotions that grew between the people. Hopefully, this will lead to a willingness to develop resolutions leading to a win-win solution to their conflict.

Several types of reading may occur in a language classroom. One way in which these may be categorized , as suggested by Brown (1989) can be outlined as follows: A. Oral B. Silent I. Intensive a. linguistic b. content II. Extensive a. skimming b. scanning c. global The first distinction that can be made is whether the reading is oral or silent. This web page will not deal with oral reading, only silent reading. Within the category of silent reading, one encounters intensive and extensive reading. Intensive reading is used to teach or practice specific reading strategies or skills. The text is treated as an end in itself. Extensive reading on the other hand, involves reading of large quantities of material, directly and fluently. It is treated as a means to an end. It may include reading reading simply for pleasure or reading technical, scientific or professional material. This later type of text, more academic, may involve two specific types of reading, scanning for key details or skimming for the essential meaning. A relatively quick and efficient read, either on its own or after scanning or skimming, will give a global or general meaning. This web page then will first examine intensive reading. The second part will deal with extensive reading, with a focus on how it results in a general or global meaning. The fourth part gives a short comment on how intensive and extensive reading may operate in the same class. The fourth part examines scanning and the fifth, scanning. A final sixth part comments on how scanning and skimming may be used in the same reading.

Intensive Reading
In this section: What it is How it looks -Characteristics -Materials -Skills developed -Activities -Assessment When it is used Role of the teacher

Advantages Disadvantages Questions sometimes asked

What it is

Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy . Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage." Intensive Reading, sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text. The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted.

How it looks
Characteristics:

usually classroom based reader is intensely involved in looking inside the text students focus on linguistic or semantic details of a reading students focus on surface structure details such as grammar and discourse markers students identify key vocabulary students may draw pictures to aid them (such as in problem solving) texts are read carefully and thoroughly, again and again aim is to build more language knowledge rather than simply practice the skill of reading seen more commonly than extensive reading in classrooms

Materials:

usually very short texts - not more than 500 words in length chosen for level of difficulty and usually, by the teacher chosen to provide the types of reading and skills that the teacher wants to cover in the course

Skills developed:

rapid reading practice interpreting text by using: -word attack skills

-text attack skills -non-text information Activities: Intensive reading exercises may include:

looking at main ideas versus details understanding what is implied versus stated making inferences looking at the order of information and how it effects the message identifying words that connect one idea to another identifying words that indicate change from one section to another

Munby (1979) suggests four categories of questions that may be used in intensive reading. These include: 1. Plain Sense - to understand the factual, exact surface meanings in the text 2. Implications - to make inferences and become sensitive to emotional tone and figurative language 3. Relationships of thought - between sentences or paragraphs 4. Projective - requiring the integration of information from the text to one's own background information Note that questions may fall into more than one category. . Assessment: Assessment of intensive reading will take the form of reading tests and quizzes. The most common systems of questioning are multiple-choice and free-response. Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the most important objective in the reading class should NOT be the testing of the student to see if they have understood. Teachers should, instead, be spending most of the time training the student to understand what they read.

When it is used

when the objective of reading is to achieve full understanding of:

- logical argument - rhetorical pattern of text - emotional, symbolic or social attitudes and purposes of the author - linguistic means to an end for study of content material that are difficult

Writing is a medium of communication that represents language through the inscription of signs and symbols. In most languages, writing is a complement to speech or spoken language. Within a language system, writing relies on many of the same structures as speech, such as vocabulary, grammar and semantics, with the added dependency of a system of signs or symbols, usually in the form of a formal alphabet. The result of writing is generally called text, and the recipient of text is called a reader. Motivations for writing include publication, storytelling, correspondence and diary. Writing has been instrumental in keeping history, dissemination of knowledge through the media and the formation of legal systems. Under the influence of technologies such as data storage and computer networks, the pace of correspondence and potential for collaboration increased. As human societies emerged, the development of writing was driven by pragmatic exigencies such as exchanging information, maintaining financial accounts, codifying laws and recording history. Around the 4th millennium BCE, the complexity of trade and administration in Mesopotamia outgrew human memory, and writing became a more dependable method of recording and presenting transactions in a permanent form.[1] In both Ancient Egypt and Mesoamerica writing may have evolved through calendrics and a political necessity for recording historical and environmental events.

10 ways to improve your writing skillsquickly

Networking with other scribes and reworking your blog posts (and others' published articles) will help; above all, though, write, write, write!
It's one thing to say you're a writer. It's another to take writing seriously enough that you strive to improve your writing skills every day. Ask any writer whether they read, and the answer will be "yes." However, it takes more than reading newspapers, magazines, journals, blogs, and books to improve your writing skills. You must immerse yourself in the world of writing and be 100 percent committed to the craft. To help you become the best writer you can be, here are 10 techniques to improve your writing skills. 1. Keep a journal. Believe it or not, writing in a journal can help you improve your writing skills. It can also help you discover new story ideas that could be developed into the next best-seller. When you write in your journal, don't censor your words. Allow them to flow freely. 2. Participate in writing prompts.

Writer's Digest, Creative Copy Challenge, and other writing resources provide writing exercises and prompts. These are good ways to improve your writing and to test story ideas. 3. Rewrite your blog posts. If you have a blog, go back a couple of years and find a few blog posts to rewrite and repurpose. You may be surprised how much your writing has improved over time. 4. Rewrite newspaper and magazine articles. Choose your favorite newspaper or magazine, and rewrite a couple of the articles. Challenge yourself to write a stronger headline and copy. 5. Activate Google alerts. Setup a Google Alert for writing, writing skills, book writing, and other alerts, and follow the latest stories. Read what other writers are doing to improve their writing skills. 6. Read beyond what you normally read. If you have a hankering for fantasy, sci-fi, romance, memoirs, YA, NA, middle grade, self-help, or whatever tickles your writer's fancy, get out of your comfort zone and read something different. Stretch your mind, and you'll stretch your writing skills. 7. Comment on your favorite blog posts. Challenge yourself to write in-depth comments instead of the familiar, "Great post!" or, "Thanks for sharing this brilliant information." Such vapid comments do not add to the conversation, nor do they improve your writing skills. Here's a tip: If you want to get noticed by the blog owner and taken seriously, write a decent comment. 8. Join a writer's group. Don't be shy about sharing your writing. One of the greatest ways to improve your writing is to join a writer's group in which you'll receive valuable feedback such as how to strengthen introductions, how to develop characters, how to write stronger scenes, and more. Please note: You may have to try out a few groups before you find any that work for you. 9. Attend a writer's conference or workshop. When I lived in Chandler, Ariz., I was blessed to have found Changing Hands Bookstore in Tempe. The owners schedule writing workshops throughout the year. Not only did I meet fellow aspiring authors, I met published authors who would share writing tips and tricks such as the importance of using an outline, whether you write fiction or nonfiction. Writer's conferences and workshops are good places to meet editors, literary agents, publishers, and other writers. You can take a class or two and improve your writing skills in no time, and the contacts you make are invaluable to your career. 10. Write.

You must write to improve your writing skills. Try to write at least 1,000 words each day or every other day. When you think you've finished writing, write some more. When you think you've really finished writing, keep writing. To improve your writing, you need to write five days a week, 50 weeks per year, if not more. Writing requires dedication and time. If you're serious about being a published author, you need to write and write and write. If you want to improve your writing skills and write a best-seller, start writing at least 1,000 words every day. Being a skilled writer and published author is not an impossible dream. It's closer to reality than you might believe. Amandah Tayler Blackwell is a published author with Nascent Digital Press under the pen name Celeste Teylar. She's the owner of Savvy-Writer.com, and is a freelance, ghost and creative writer. A version of this article originally appeared on Nascent Digital Press.