This article presents the results of a survey and follow-up interviews with adult English as a Second Language (ESL) instructors to identify the writing instruction they deliver, the text types they teach, and the time they devote to writing.
The author presents five current approaches to teaching second language writing, the theoretical perspectives on which they are based, their implications for practice, and the messages they send learners.
This report identifies 11 elements of current writing instruction found to be effective for helping adolescent students learn to write well and to use writing as a tool for learning. These elements may be equally effective for helping adults improve their writing.
This article talks about writing disabilities also known as dysgraphia. It indicates that learners having trouble with written expression will benefit from instructional accommodations and remediation to improve their writing skills.