 Let's continue our discussion how we can build up the writing habit in our classrooms. And within this main topic, we've got a subtopic, which is how we can build collaborative writing. Collaboration is important, it's key in any L2 classroom. Collaboration means the sharing, the way students interact with each other, the students, the way they learn from each other. So collaboration is key and it's important for a language teacher to be trained how to foster this element in an EFL classroom. And from my own personal perspective as an EFL teacher in the Pakistani context in some other countries, I've seen that experienced and skilled teachers have this ability to develop collaboration among students. However, the newly hired teachers or newly appointed teachers tend to lose this period or if they try, there is a lot of like wastage of time. So it has to be, there has to be a balance between how this collaboration is built up or brought in the classroom. So what is important in this regard is to bring in some activities which are based on group work, which are based on peer work. So group activities can be like in the form of like, again, while making groups, it's important that we don't put all types of proficient students into one group. Like for example, we don't put high level proficiency students in one group and low level. So there should be sort of balance between high proficiency and low proficiency. So there should be a kind of match between different students. So each student can benefit from each other. So activities in an EFL classrooms are important because they allow students to have an access to each other's mind. When they share knowledge, they come to know about what's going on in each other's mind, how they are practicing, how they are writing. So remember if you want to become an efficient teacher and if you want to train your students efficiently into writing, it's important that you train them how to work in groups, in pairs. And it's your job as an EFL teacher to bring in like those kinds of groups which can cater to the needs of the students. And when you are involving your students into group work or peer work, it's important that you don't become judgmental. But judgmental I mean when for instance, if one group happens to complete a task earlier as compared to the second or third group, you don't have to point out the low performing group because such judgment can further affect their motivation, can bring in elements of anxiety. So here the teacher role is key and it has like in terms of understanding the psychosocial processes going on in students' minds. So in this regard when you are using collaboration, when you want to bring in collaboration amongst your students, it's important that you use continuously make the use of board. Like with the coming of multimedia, it has been observed that now L2 teachers tend not to use too much of board or if it's not used efficiently. So using board efficiently is important where you can write sentences, any kind of writing, sentence by sentence. For example, if you are training your students to write a letter, you can write it sentence by sentence. So students can think of, students can process the information and they can look at the suggestions, they can look at the corrections and they will recreate the story by themselves by copying the teacher. So this kind of habit, this kind of exercise in the classroom enable the students notice the gap between their current performance and desired performance, the performance which is required by the teacher. So noticing is as I have already been pointing out emphasizing from time to time that noticing is important in a language, English language classroom because it makes them students consciously notice and make them aware of their shortcomings, think of their strengths, think of their wants and lacks and strengths and weaknesses. So there can be different activities in a collaborative classroom. For example, students can be asked to listen first and then they can be asked to work in group work, in peer work. Then a teacher asks students what they have heard and what they haven't heard and teacher allows students to take notes and then the paragraph or the letter is read for the third time and which is why the story is recreated with the language used by the teacher with the words heard in the classroom. So towards the end of these activities, teacher asks students to look at each other work and this allows them develop kind of harmony, kind of compassion, kind of understanding how other people are working and then the teacher may show the original story and by showing the original story will help students notice the gap between what they have written and what was desired. So this is how when in groups or in pairs, collaboration is actually exercised in the classroom that allows them to see different versions and correct their own version.