 Planning a writing course requires language teachers to assess all those elements which have already been discussed. For example, the goals, for example, institutional constraints and decisions about the content. So to measure those elements in an appropriate manner is the main job of the language teacher. And remember that another job of the language teacher is to do the needs analysis and align that needs analysis with her own ideology as a language teacher. So there are many important factors or elements. For example, amongst them is the most important one is the content which we have already discussed, then the organization and how to structure the draft with a clear introduction, the body parts and the conclusion. And then the originality and the voice of the writer, the style. The style is driven by the sort of audience the writer is writing for fluency. Is there linking devices used appropriately, accuracy or appropriate rhetorical forms like comparison and contrast, classification, argumentation. So we will have to offer proper justification of a writing course. And this justification can better be seen when we properly assess these elements. So as I said before that language teachers, this is what I do when I teach any writing course. I do needs analysis. And then I try to sort of find out my own perceptions as a language teacher, my own cognitions, my own beliefs, and then sort of try to see whether my perceptions match the needs of the students or not. If not, what sort of balance could be made. So this is how a language teacher need to make decisions. Early 1960s saw sort of conventional way of teaching writing, which was grammar was seen as a discrete element, de contextualized element, and that was practiced. And by de contextualized, I mean students who didn't have any context, they just wrote used to write for the sake of writing, and they would write dozens of sentences. And these sentences were written in a much more controlled and guided manner. And even apart from sentences, the students were asked to write paragraphs under sheltered environment where teacher would provide shelter. And this might not encourage students to think out of the black box. Then writing was recognized with, I mean, 1980s as a messy and chaotic. And this is when we saw like the interactionism or socioculturalism as the main theoretical constructs. And this is what the first time that it was recognized that writing is not a straightforward and easy, and there is no like magic formula. And this is not like you give instructions and sort of assemble a toy. And that's your job is done. No, not at all. Rather, it's it's much more messy. But the problem what the research suggests that the teacher don't like mess, they want, they want their students, most of them want their students right, clearly, originally, and appropriately. And this might come into conflict with teacher's perceptions and cognitions or practices, right? So what's more important when you want to assess these elements of writing, when you go into the classroom, you sort of do needs analysis. And these courses when we plan a writing course should address a theme and there should be theme driven, or issues of identity, issues of culture or issues of education. So what I mean to say is that we need to emphasize our students to focus on critical reading, reading critically, generating ideas, not reading passively, rather proactively, and expressing those ideas with clarity, organization, style, and accuracy.