The aim of this paper is to identify the impact of negative reductions on negative questions in English which have different meanings in linguistics; semantic meaning and interpretation meaning. Auxiliary and Modal auxiliary have an order available to control all negative questions and those have interpretation meaning of positive assumption and negative assumption in the sentences. The important elements are needed as substantial ability of English grammar that non-native is able to speak and write English correctly. The data obtained from audio-longitudinal recordings of samples; narrative stories, descriptions of images form of negative questions. The research purposes of this study are (1) to know impact of negative reductions on negative questions in semantic based on the developmental category found in sentences, and (2) to know the types of negative questions in semantic using negative reductions which are largely made by categories. The descriptive method used in this study was qualitative; the data was extracted from Corpus data, library research, and conclusions. The results of study show that negative reduction appeared in global forms of various types of negative questions in English, It had different relationships and functions of meaning. In context; negative reduction provided basic terminology which, within this framework, will allow the birth of explicit relationships in the interpretation of meaning. Negative questions have founded all the negative rhetorical questions, yes/no questions and Wh/ H question.

This study proposes an Integrative Approach to the teaching of creative writing in tertiary institutions across the world. Exploring theoretical perspectives in the literature as they apply to writing in general and literary genres in particular, this study presents tips for better teaching – and invariably, learning of creative writing. In different parts of the world, the Curriculum of Creative Writing in tertiary institutions focuses on literary genres. The French word “genre” denotes “kind” and it is related to “gender” and “genus”. As far back as the early nineteenth century the word has been used in English to mean “a kind of literature”. The classification of literature into the three basic genres: drama, prose and poetry – is based on whether or not a literary work is dialogue, narrative or verse. This study concludes that creative writing presupposes the use of writing conventions as well as individualistic creative prowess, to make the teaching of discrete skills of creative writing effective and fascinating.