Hypothesis: Teaching FL writing is xen at al ees of language study. Approaches to eacing LI siting The proces approuch ‘The prove move approach ‘The experiential approach ‘The eto approach ‘Theepsemic approach ‘Ainge sytem appronch Approaches o teaching ESL writing “The conta tofrce approach ‘The reeriing approach The pater-pararaph approach ‘The grammar yay orguniztion approach The connusicaie approach ‘The proces approach Approaches to teaching FL wring Research on teaching writing “The writing tsk ‘Recah on writing ak dificult ‘Teaching weting rom the mart latsroom implications Case sdy Conctsoos "Topic for dicasion and research TEACHING FOREIGN LANGUAGE WRITING. Hypothesis Teaching frig language writing i sential tal eels oflenguage dy. ‘The focus of instruction atthe elementary ad intermediate level of language study i picaly on listening and speaking. Seodens are encouraged primarily to develop ails hat il help them communicate iteratively in the target cl ture. Weng, or composition, js often reserved for advancedlevel grammar, literature, and civlization courses. However, teachers ip advanced courses are frequently demayed bythe quly of aden weg. They complain that st ‘dats cel prepared forthe kinds of writing assignments that are requzed in ‘hei courses, And very often ti abvessment is re one ofthe gol of FL inrructon io prepare studs co wt ia upp level cours, teachers must reewumin thee approaches o teaching FL weitng atthe beginning eager of language study The byposess governing de Sal ‘Ghuptr af ths book states tha aching wig is ruil at al evel nguge sady. While the preceding four chapters describe many consdeestions with ‘egard to ceching FL wating, this copter wil review different approaches to {caching LI, ESL, snd FL iting, the research in teaching wing, and the ) the wording of Both the pomp andthe tos gut aie), ‘or pre and srabiguur dren the tk Tas vals o the umber of sta ude at oper svar “choees “ey” sie eames 2 ‘he sbtrcl petatons (sore ies the way a en i Fnsaced wo apronch he conten sc axe scm “i tte" ees and 6 thescorng tes eatin variable ofa cer dfn of how Ue ‘oi wel be ge Kl ad ei, 95 Cael consideration ofthe various features ofthe wing tasks no necesaly simple, Figure I shows a checklist for preparing writing tsk tat takes int Ssccount many Features, including porpve, the languape sed the nate ofthe Instructions andthe tine alloted "The mont common writing tasks for PL students at the elementary and Jered level are norativeor deserve. These kind of tas esi ents ol story by onpanizng events i space apd time or to evcke an image ‘of people, higs or places, For example, teaches ofen design communicative