As teachers of the EFL/ESL writing classes (English is taught as a foreign or second language), our main activity is to understand, plan and conduct writing courses. At first glance, this work is in many ways similar to the application of practical professional knowledge, that is, knowledge gained as a result of classroom experience. To some extent, of course, this is true, because, as in any profession, teaching is improved in practice.notation. As teachers of EFL/ESL classes (English is taught as a foreign or second language), our main activity is to understand, plan and conduct writing courses. At first glance, this work is in many ways similar to the application of practical professional knowledge, that is, knowledge gained as a result of classroom experience. To some extent, of course, this is true, because, as in any profession, teaching is improved in practice. However, this is not limited to experience alone. Our classroom decisions are always based on our theories and beliefs about what writing is and how people learn to write. Everything we do in the classroom - the methods and materials we use, the teaching methods we choose, the assignments we give - is all controlled by practical and theoretical knowledge. When this knowledge is in a clear and understandable form, our decisions become more effective. In this way, familiarizing ourselves with existing knowledge about learning to write and write allows us to reflect on our own expectations and take an informed and critical look at current teaching methods.  

Writing, second foreign language, accuracy, structure

Casanave, C. P. (2012). Before the dissertation: A textual mentor for doctoral students at early stages of a research project.

Elbow, P. (1998). Writing without teachers (2nd ed.).

Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching.

Jordan, R. R. (1999). Academic writing course: Study skills in English.

Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective.

Murray, R. (2003). Writing for academic journals.

Nassaji, H. (2007). Elicitation and reformulation and their relationship with learner uptake and acquisition.

Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL.