 Within the writing process, we have to see how we can train our students, transfer their ideas into texts which are well-formed, which are meaningful, and how they can review themselves, assess their own writing for further development, or in other words, how they can take the charge of their own writing as autonomous learners. So, transferring ideas from brain to text, from mind to text, and then reviewing is challenging. And as a language teacher, I would strongly urge you to see some of the causes why don't students, you know, what causes difficulties among star students to assess their own writing. So, once the students are aware of their own difficulties in putting ideas into text, they can become a better judge, they can better assess themselves, they can better identify some of the difficulties which hamper them from putting their ideas into coherent text. Some students can be very slow and some can be fast in terms of putting their ideas into a text. So, in this regard, as a language teacher, one of the effective ways is to develop collaborative writing exercises, pairing slow versus fast writers, and putting students into group of five and making sure that not each student has the same proficiency. Like each student, the participant of the group has different proficiencies. So, this is how we can patch the slow with the fast writers. Another possible cause is the script, difference of script. For example, Arab writers may have more difficulty as compared to French writer. So, we'll have to find out the causes, yeah. And in the Pakistani context like Urdu writer, or even then we compare the K.P.K. or Balochistan or Sindh students, they may have a different exposure to their own first language in different way. Another reasons might be lack of practice. When the students, when we mostly learn from students that they are blank, they have nothing to say, nothing to express. In this regard, teacher's role is important. By bringing in tasks which are relevant, by bringing in tasks which are appropriate, which are not too difficult. And these kind of tasks, you know, which they have to do, the tasks, the things they have to do in their daily life. For example, filling in the form, for example, writing a letter to the ministry, writing a complaint letter or asking for a bill or writing a letter to the bank manager. So these kind of, you know, tasks can encourage students not only put their ideas into text, but also review themselves. How we can make students self-judge their own writing. We can, for example, we can give them their own written assignment, and we can ask them to compare with that, that of model assignment. And in this way, they can compare and contrast and find out what worked for them and what didn't work. And I have used this as a language teacher in most of our class, in most of my classes, where I, you know, show the written assignment by the students and show them the model answer as well. And they themselves, you know, find out their areas of improvement. So we can, another area is to provide checklist to the students to take whether the introduction is okay, whether the middle is okay, whether the conclusion follows the norms of conclusion. And then we can engage them in peer feedback where students, each student looks at the writing of the other student. And this is how they develop kind of collaboration. And then we can train them giving peer feedback, which is helpful, which is not discouraging, which promotes self-esteem, identity, and self-respect amongst students.