MODELS OF WRITING INSTRUCTIONS In the Contexts of Teaching English as a Foreign Language

Effective communication skills stand as an indispensable facet of human interaction and engagement in the contemporary world. The ubiquity of language arts skills in our daily lives is particularly noteworthy, with individuals devoting a significant portion of their waking hours to various linguistic activities. Experts in the field of language and communication have quantified these engagements, revealing that people allocate approximately 42 percent of their daily hours to listening, 32 percent to speaking, 15 percent to reading, and 11 percent to writing. Within this spectrum, writing emerges as the activity that occupies the least amount of time but is, paradoxically, the most intricate and challenging of all language arts skills to master. To delve into the complexity of writing, it is essential to recognize that it represents a crystallization of spoken language. In essence, writing is the manifestation of spoken discourse rendered into a tangible form. This transition from speech to written text necessitates the adept management of a myriad of linguistic elements, including the retention of sound sequences, the translation of sounds into written symbols, the deployment of vocabulary, the application of grammatical structures, and the incorporation of punctuation conventions.