 L2 writing research has seen debates about individual differences, which sees class as a bunch of different diverse mentalities, diverse aptitude, diverse element of motivation, anxiety. So ESL writers are actually unique, unique in terms of their diverse needs, wants, likes and strengths and weaknesses. So we as language teachers need to understand this phenomena that writers are unique. They have their different wants, their different likes, wants, strengths and weaknesses. So we need to understand that L2 writing is strategically, rhetorically and linguistically different from that of first language. And this may become even more difficult when students write advanced writing at university levels when they are involved in academic writing texts. So these conventions, traditions and rules of second language are not easily possible to the students. And there is a lot of research going on and we have seen Donnie's perspective on individual differences. I.D. stands for individual differences, that these variables actually aptitude, attitude, anxiety, motivation, positive psychology, feelings of happiness, they actually these variables in one way or the other facilitate or impede the learning of writing or developing proficiency or developing syntactic and laxical knowledge of the students. So we need to understand this unique phenomenon and accommodate, offer opportunities for students and allow them. So we should not treat students errors as individual in ADD cases, rather on the grounds of individual differences. So individual differences helps us see class as heterogeneity, heterogeneous community which has diverse needs, which has diverse sociopolitical facets. So there are a number of factors which help us see this phenomenon much more clear way. So this individual differences, debates help us see like reject the notion of deficit model, which like for example, if students are not able to enhance their proficiency in second language, they might be seen as deficit. So they are actually students are not seen in comparison to native speakers. And unfortunately, you might have observed yourself and you might agree strongly agree with me that most of the tests which are designed to measure students proficiency improvement development are written by the native speakers and used for the native speakers. So they are not expected to perform like native speaker on tasks and tests. So how we can expect them. So this is this is what the argument is that English as second language learners have their own unique needs and we as language teachers need to tailor our instructional practices according to the needs of students. Pedagogically, we need to focus on the macro and micro level textual concerns and need to train our students to adopt particular styles which suit the audience they are writing for and address the debates surrounding formal and the rhetorical forms and formal accuracy.