 Let's begin another main topic, which is how to build the writing habit. So within this main topic, we've got like sub topics, which are how we can build confidence and enthusiasm in our students, especially in the classroom. And of course, there are different ways, motivation, you know, giving positive and constructive feedback, and then bringing the element of instant writing at some stages of our lesson plans, like giving them writing tasks instantly without any preparation. And another way is to giving them tasks and giving diet for those tasks by giving them necessary or required vocabulary or grammar. And then we can introduce collaborative writing, which is how students learn from their peers, how they learn from each other, how they work in groups, in pairs, and how as peers they read each other work and assess each other's work. And then writing to each other, like emailing or writing on social issues or writing on different social issues or cultural issues. And then how we can respond to students' writing in terms of giving them feedback. So these are the sub topics, which we will cover in this main topic, building the writing habit. So writing habit, you know, the background to this kind of dilemma is that we've got a mixture of students, some are very keen and, you know, desirous of writing and some are reluctant to writing. So we need to capitalize on those students who are keen towards writing, who are quite interested in writing. And we can pair the less proficient, less motivated students with high motivated students. So one of the reasons might be, as language teachers, we need to work it out. Like, what are the reasons why some other students are less keen towards writing? It might be because they have problems in spelling. It might be because they are not able to write well-formed sentences, paragraphs and texts. Right. So there can be a number of reasons. So as language teachers, we need to find out these reasons. What are the reasons behind these insecurities and why the students, why some of the students are unable to complete tasks of writing in the classroom? What causes the writing block? What causes confusion? What causes procrastination or, you know, delay in writing? So these are, there are different ways, but as language teachers, we need to figure out these elements in writing. So we need to understand the students' attitude. For example, we need to understand whether some of the students who are less prone towards writing, whether they do the same in their first language. For example, in our context, if some students are unable to produce square and text in order, they may have this tendency even in second language, which is English. So as one of the commonplace experiences as being myself, a language teacher is that we come to hear from our students, that they have nothing to say, that they are blank, they don't know how to put their ideas into well-formed sentences, well-formed paragraphs and texts. So we need to understand the student attitude and then make our teaching according to the needs of the student. You know, there can be like pre-writing exercises in the classroom, instant writing in the classroom and choosing the tasks, the right kind of tasks, which appeal to the student, which are attractive to the student, which are of interest to the students and these kind of appropriate tasks will allow students to say something, to write something. And when we choose tasks, we need to give necessary and required vocabulary about how they can form sentences, well-formed sentences. And we can incorporate, you know, instant writing activities. We can develop collaboration pair, good students with less proficient students. And we can also, you know, concentrate on giving regular constructive and positive feedback, which stimulates the students to write more and which encourages them and which has positive influence on their self-esteem and identity as writers.