Improving writing skills through guided compositions

The "Improving writing skills through guided compositions" is aimed at studying the use of methods developing writing skills in the general practice of teaching English as a second language. The thesis falls into four main parts. The first is an introduction, trying to summarize why writing tasks are often neglected as opposed to the other three main skills: reading, speaking and listening. The second part draws a comparison between writing and speaking and also tries to look into the nature and process of doing writing tasks. The third part collects and cites the most important and most accepted applied linguistic theories about developing writing skills, and controlled writing in the daily routine of teaching English. The fourth part covers the analysis of my personal experience in using writing tasks at a language school with a group of false beginner learners and a group of upper -intermediate level students and will try to justify the use of writing tasks in the classroom. The last section is the conclusion, summarizing my points on why writing tasks in the classroom are more enjoyable and motivating than doing them as homework.