 Let's start with another main topic of the course which is how we can design syllabus for second language writing. This is an introductory module where we will just reflect where I would like you to reflect on your writing learning experiences, what you have learned as writers and what you haven't learned. Reflection is key. Reflection helps us see our strengths, weaknesses, lacks, wants and it helps us not to repeat what went wrong, what went well. So it helps us see the whole picture in a different perspective, in a different manner. So this is an introductory module and I will go through some key questions which I want you to make part, essential part of your training as a teacher, as an English language teacher. So the first one, think about the syllabus that you have been taught writing through, the way the writing was presented to you as learners and what you learned through that and what made that course useful and what was the usefulness of that course for developing your writing skills. By writing skills, I mean writing like the first draft, the second draft and the final version or revising it, incorporating the feedback given. So how was your experience? So it's important whether you are teaching in a state-run Pakistani school or in an English medium school that should reflect on your writing practices as students. So if we reflect, we can easily put ourselves into the shoes of the students and learn from their experiences and what was missing in that course and what was strong about that course. This is key and how, what you think was the weakness of that course and what elements do you think to be essential. For example, from my own personal point of view, I would like to say that as language teacher, what I have realized that writing is collaborative between the students and the teachers where multi-draft exercise should be channelized, should be made essential where students write and send it to the teachers, teacher responds, then students incorporate those suggestions. So this is how keeping in view the socio-cultural and educational needs of the students, we need to design syllabus which caters to these socio-cultural and educational needs and I would like you to think what you have learned as language teacher, how was your experience and did it accommodate your socio-cultural and educational needs. If not, why not, if yes, how and what was the benefit and then reflection helps you see your own journey as language learner and what was the requirements of writing and what was the educational philosophy in that particular institution. What makes those features distinct from that of other course and how that course was important. So we have different writing courses for different levels, tertiary, lower level, intermediate level and upper level. So what are the essential components of successful lesson, like does it activate the schema, does it offer warm up, does it provide necessary grammar and vocabulary, does it involve students into group work and peer work. So these sort of essential components of lesson that you have been through and what activities should be used and what activities shouldn't be used and how we can sequence those activities. Look sequencing the activities in in a learnable manner is important. Like we shouldn't use those tasks which can challenge or which can demotivate the students, rather we should sequence the activities in such a way which can have positive effect on students learning, what skills should be practiced. By skills I mean writing multiple drafts, writing perfect, writing for opinion and how to disagree, how to compare and contrast, how to classify, how to argue, how to exemplify. So different skills, how they were they are practiced and how you've been through that experience as learner. So it's important when you become as become a language teacher, you identify the hallmarks of effective classroom instruction and management.