Typing— Part 1 Relatório

Sugestão: 回答は内容が伝わるが、文法・語順や冗長な部分を改善するとより自然で効果的になります。具体的には、主語と動詞の一致（"I'd like to handwriting"→不自然）、過去の経験の時制の整理（"I have I had learned"の訂正）、および一文を短くして最大5文以内に収めることを意識してください。また、接続語（for example, because）で情報を滑らかに繋ぎ、具体性（何を学んだか、どのくらい上手く書けるか）を少し加えると良いです。

Exemplo: I prefer handwriting because it lets me express emotions through beautiful characters. In Japan, the aesthetics of writing are highly valued, so I studied Japanese calligraphy for about three years. That experience helped me develop a neat and expressive handwriting style.

Sugestão: 内容は明確で自然だが、文章構成と語彙選択を整理するとより効果的です。不要な自己紹介表現（"For me, I am a student who is learning"）を簡潔にし、理由を論理的に繋げる接続詞を使いましょう。具体例（どのくらいの頻度でコーディングするか）を加えると説得力が増します。

Exemplo: No, I don't type every day. I'm a mechanical engineering student, so I only write code occasionally for projects or assignments, maybe a few times a month. When I write personal letters, especially to my boyfriend, I prefer handwriting because it feels more personal.

Sugestão: 回答は意味が伝わるが、語彙の誤用と文法ミスが多く、論理の流れが不自然です（"I run"や"different from total to Japanese"など）。まず、時制と動詞を正しく使い、理由を簡潔に説明してください。また、具体的にいつ（年齢や学年）学んだか、どんな練習をしたかを加えると良いです。

Exemplo: I learned to type in elementary school, around age seven or eight. At first it was hard because the alphabet is very different from Japanese characters, so we practiced typing drills like learning the ABCs and simple exercises to get used to the keyboard.

Sugestão: 正直で良いが、繰り返しや口語的な填め詞（uh）を減らし、能動的な改善方法を明確に述べてください。例えば、練習方法（タイピング練習サイト、毎日の短時間練習、正確さ重視の練習など）や、プログラミングがどのように役立っているか具体例を述べると良いです。

Exemplo: I'm not very fast at typing, but writing code has helped me improve. To get better, I practice on a typing website for ten minutes daily and focus on accuracy before speed. Also, working on programming projects encourages me to type regularly.

× I'd like to handwriting it is because we can express our feelings with the beautiful letters.

✓ I'd like to handwrite because we can express our feelings with beautiful letters.

'Like' + verb requires the base form or gerund depending on meaning; 'handwriting' is a noun, but the speaker intends the verb 'to handwrite'. 'I'd like to handwrite' is correct. Remove the redundant 'it is'. Also remove the article before 'beautiful letters' if speaking generally.

× For example, in Japan, the beauty of letters are very important, so I have I had learned Japanese calligraphy for about 3 years.

✓ For example, in Japan, the beauty of letters is very important, so I learned Japanese calligraphy for about three years.

The subject 'the beauty' is singular, so use 'is' not 'are' (subject-verb agreement). The sentence also mixes tenses and has an extra 'I have I had'; use simple past 'I learned' or 'I had learned' depending on context; simple past 'I learned' fits here. Write numbers under ten in words for natural style.

× No, I don't. For me, I am a student who is learning mechanical engineering, so I sometimes make source code of programming, but not every day.

✓ No, I don't. I'm a mechanical engineering student, so I sometimes write source code, but not every day.

Use 'I'm' for contraction and more natural phrasing. 'Make source code of programming' is unnatural; 'write source code' is idiomatic. Remove redundant 'who is learning' and simplify. Keep present simple tense for habitual actions.

× I prefer handwriting when I write letters for my boyfriend.

✓ I prefer handwriting when I write letters to my boyfriend.

Use the preposition 'to' with 'write letters to someone'. 'For' implies doing on behalf of someone, while 'to' indicates the recipient.

× I run in elementary school.

✓ I learned to type in elementary school.

The original 'I run in elementary school' is wrong verb and tense. Use past tense 'learned' to indicate completed action in the past and 'learned to type' to convey the correct meaning.

× It was very difficult for me because the letter was totally different from total to Japanese.

✓ It was very difficult for me because the letters were totally different from Japanese letters.

The original sentence has unclear structure and incorrect words. Use plural 'letters' and past tense 'were'. Compare 'different from Japanese letters' for clarity.

× We learned alphabet like ABCD and I learned how to use the letter.

✓ We learned the alphabet like ABCD, and I learned how to use the letters.

Use 'the alphabet' with definite article. 'Like ABCD' is acceptable but 'letters' should be plural. 'How to use the letters' is clearer than 'use the letter'.

× I'm not so good at typing, uh, I can't type speedy, but I really like make programming to control computers.

✓ I'm not very good at typing; I can't type quickly, but I really like making programs to control computers.

Use 'very' instead of 'so' for formal correction; 'speedy' is an adjective, use adverb 'quickly' with 'type'. 'Like making programs' requires the gerund after 'like'. 'Make programming' is incorrect; 'making programs' or 'writing programs' is idiomatic.

× It helped me, uh, it helped improve my typing skills.

✓ It helped me; it improved my typing skills.

Repeat 'it helped' is redundant. Use 'it helped me' or 'it improved my typing skills'. Both are past tense and clear. Prefer one concise sentence or connect with a semicolon.