 Let's discuss the importance of prior knowledge, which is also called Schema theory. Although this is a very brief module and it may not be sufficient to discuss Schema theory, but you may have heard its significance in some of the other courses, Schema theory, especially reading and writing courses. And what are its implications for teaching L2 writing? Schema theory is all about activating the prior knowledge of the students in an organized and balanced manner. And within Schema theory, we can make the use of first language, but to what extent this is what let's discuss now. Different texts have different purposes and different writers have different tones, styles, voices. So, within Yon Ra theory, we have writing for complaint, writing as an apology or others. So there are categories. So these formal categories are actually activated within prior knowledge, within Schema theory. So this is called activating students' knowledge about a topic, knowledge of the grammar, knowledge of the mechanics of writing in an organized manner. And of course, this knowledge is accompanied by some feelings and it's up to the teacher how they actually manage this knowledge in the classroom for better and effective writing classes. So activating the Schema or the prior knowledge refers to both the content and form. Content means the ideas about the topic. For example, if students are asked to compare and contrast habits of dogs and cats, so their schematic knowledge about comparative devices will be activated. They will be asked to list number of phrases which offer comparison and contrast in, for example, as compared to on the other hand, in much the similar way. So these are some of the devices which are there in the minds of the students and which makes us see students not empty vessels or empty slits. And the notion given by Chomsky. So this knowledge of the content and form, form is the mechanics of writing, the syntactic rules, laxical items. So let's not accept our students treat them as empty slits. Rather they have something to share, they have something in their mind which we as language teachers need to activate when they write texts actually, what's the purpose of the text. So activating the prior knowledge has its implications for both language teacher and the students because it makes writing a pleasure experience, experience which lasts long. So prior knowledge will help students understand their responses to the text and their understanding of the texts actually. For example, and activating the schema depends upon the context in which it's being activated. Different contexts require different schema. For example, if you want to activate the schema of students regarding a cooking recipe. So they will naturally know that it will list some of the items to be used, some of the items to be used for cooking a dish. So if they are experienced, if they can know it better, if they are not experienced, they may struggle. So it actually depends upon the context. So teachers should make conscious efforts. They should take steps to make texts and topics understandable and meaningful for the students. And the purpose is not to do the schema in one class and forget it in the second class and third class, rather to continue it and make it a daily habit in almost every lesson. And that will expand their schema and that will make them self-regulated learners or writers of English.