 Well, the question is how we can implement writing course in an effective way because in within process writing paradigm, we have a number of elements, which is, for example, starting from planning to drafting to responding to editing, then post writing, then providing feedback, then publishing. So these are systematically speaking, these are quite tricky areas and how we can implement those in an appropriate manner. Teacher role is, of course, pivotal in terms of whether it's speaking or listening skill or writing or reading skill. And in this regard, I would suggest that language teachers need to offer themselves not as a sage on the stage, rather as models who present their own writing to the students, who reflect on their own writing to the students. And they actually look at the writing stage by they don't see it, they don't defer their feedback to the final stage. So they can teach them like how to plan, how to brainstorm, put the ideas pure, the ideas in black and white, then draft those ideas and then sort of bring a coherence to those ideas, then edit those ideas, revise those ideas, submit it for feedback. So this is how, as language teachers, we need to think of conducting meaningful activities, which the students can make sense of, which they are, which are of accessible to them, which the students find relevant. So such sort of activities will help students see the vital link between their first and final draft. And this is how they will see their writing worthwhile and not value free. So of course, there are, there can be institutional constraints, there can be constraints by the government from the ministry that teachers need to cover syllabus in a certain required timeframe or in private schools, poor levels or A levels, they have certain constraints to observe. But we as teachers can think of introducing process writing into the classroom by, for example, let's say we can specify one class or couple of classes to writing stage, whether it's planning, whether it's drafting or whether it's revision. And trust me, these are so useful activities, these are so meaningful activities that the fruits are rich. And then, for example, as teachers, we don't have to ignore them in the following session, rather we can repeat the teaching of each process skill in subsequent lessons. And while teaching, while implementing the process, we will have to keep in view our students needs because it's the students who are our beneficiaries. So we will have to make a flexible program for a diverse for a range of students who have different legs, different strengths, different weaknesses, different wants, different needs. So we will have to be careful in terms of making group work in the classroom and see the cultural and sociopolitical elements, whether the students want to be grouped into, or whether the students are willing to work in, in relation to collaboration. So we have to prepare them as planners, as drafters, as peer evaluators, as revisors, as self editors. So these are the students' developmental needs. These are the strategies which need to be developed apart from other writing elements in a writing classroom. Then with the advent of computers, especially in an age of artificial intelligence, we can use word processing programs, and we can use blogs, we can use wikis. There are plenty of apps available. We can make the use of smartphones or tablets, wherever these are available. So the whole plan is to see synchronize, make synchronization between planning, drafting, revising, editing, and postwriting, and make it as a useful, as a meaningful activity.