الفهرس 
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Abstract
The purpose of this study was to investigate the effect of some strategies based on descriptive writing on enhancing EFL preparatory school students’ vocabulary retention and sentence structure. The researcher adopted the experimental pre-posttests experimental group ∕control group design. The participants in the study were second year preparatory students. Two classes were randomly selected from El-Shaheed Abdul Allah Mohammed Abdul Allah preparatory school and Shreweda preparatory school, Sharkia governorate in the school year 2012∕ 2013. Afterwards, they were randomly assigned into one experimental group and control group. Each group included 35 students. The experimental group received the researcher instructions during the EFL program which were based on descriptive writing. On the other hand, students in the control group received regular instruction. A list was designed to determine the necessary descriptive writing skills for the second year preparatory school students was approved by a panel of jury members. Consequently, the vocabulary retention, sentence structure and delayed vocabulary retention tests were designed and approved by the jury members. They were used as pre-post tests. A program based on descriptive writing was designed by the researcher and approved by the jury and it was taught using the suggested strategy. The descriptive writing was taught during the program. The results of the present study showed that the experimental group (taught through the descriptive writing- based program) outperformed the control group in the post administration of the vocabulary retention and sentence structure tests. The researcher suggested that the EFL program based on descriptive writing was effective in enhancing the students’ vocabulary retention and sentence structure.