 When you as a language teacher are thinking of designing syllabus for writing in a language classroom, it's important that you understand the socio-cultural and educational dynamics of your students. So understanding the learner population is important. And as I have been mentioning, emphasizing from time to time that teacher is the curriculum, teacher is the syllabus. And it's the teacher who is going to make informed decisions in the classroom. For example, if you have been given handed in a coursebook, but how you can bring an innovation into that coursebook, these are your decisions. These are your choices which you will make. So when you design syllabus for second language writing through your lesson plans, through some activities, through some tasks, it's important that you understand your learners on almost daily basis so that you can directly appeal to their minds. You can directly make the lectures appealing to their minds. So while understanding this phenomena, it's important that you see language classroom as a workshop, not as a traditional classroom, where it's teacher-centered, where you just come into the classroom and deliver the lecture and leave the classroom. No, not at all. No matter it's a big classroom or a small classroom, no matter if you have teaching assistant or you are doing it on your own, it has to be seen as a workshop, where students can produce letters, where students can produce memos, where students can produce complaints, where students can produce academic essays. So while enabling them to produce these different genres, different types of writing, you actually engage them in such a way, you help them master different techniques and embrace different ideas. So overall, your goal is not like, of course, we cannot rule out the question of individuality in a classroom, but what is important is that we develop a spirit of collaboration and group work in the classroom. So each student at the end of the day becomes informed learner and they can copy you, they can make judgments about their writing when they are actually at home or when they are in their professional life. They can become independent writer. So needs assessment is important in this regard. By needs assessment, I would like you to administer it almost on daily basis. And that will help you create a link what they have learned in the previous class and what they want to learn in the next class. Although it seems very ideal and Jotopean situation, but this is practically doable, no matter if we are preparing our students for board exams or for A level or O level. But we can depart from the conventional way of teaching and bring in some activities and tasks, which let's say we can dedicate at least a day or two days, at least if not a day, then some few hours to bring in some innovation in the classroom. So needs, there are different questionnaires available in the literature, which you can find out in the handbook provided in this course, which validate the needs and establish priorities. So we will come to know about their diverse features as students, their diverse skills as students, their diverse schemata as students and their, so needs analysis actually helps us understand the wants, lack, strengths and weaknesses of students. And then Taylor are teaching methodology, Taylor are lesson plans according to those needs and expectations. So it depends the type of institution we are working in. If we are working in state institute, we'll have to be innovative in our methodology. If we are working in English medium schools, we'll have to come up with different. So understanding the prior educational knowledge of students is important. Apart from that, we will need to understand their L1 learning experiences and how L1 can influence L2 second language acquisition. So in this regard, we will also have to understand writing for general purposes and writing for academic or different subjects or different disciplines. So of course, students come with some predispositions into the classroom and what our role as language teachers is to identify their needs, their wants, their lacks, their strengths and weaknesses and then mold our strategies, styles and match our teaching style to their preferences. So teacher role in this regard is to raise awareness about different language learning styles and then modify or Taylor is or her methodology according to those learning styles.