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Writers or providers of materials
All this places high demands on the materials and great pressure on materials writers. Not 
surprisingly, producing one hour of good learning material gobbles up hours of preparation time. 
Each stage of finding suitable carrier content, matching real content to learning and real world 
activities, composing clear rubrics, planning an effective layout, is time- consuming. Preparing 
new materials from scratch of every course taught is clearly impractical, even if every teacher 
actually had the ability. This then leads to the myth that every ESP teacher is also a good 
designer of course materials. What all ESP practitioners have to be good provider of materials 
will be able to: 
·
Select appropriately from what is available; 
·
Be creative with what is available; 
·
Modify activities to suit learners` needs; 
·
Supplement by providing extra activities; 
Selecting material, like selecting a partner, involves making choices and decisions. To make a 
good choice we need to have good criteria on which to base our decision. Numerous criteria, 
such as factors about the learners, the role of the materials, the topics, the language, the 
presentation, have been put forward for the analysis of materials and each of them has validity. 
Operating with so many possible variables is difficult. Very often it is not a whole book we need 
to evaluate but just an activity. Identifying and separating the real content and the carrier content 
of particular activities is crucial to this process.

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Often, being creative with what is available is crucial, especially if the work environment is 
heavy constrained. Situations can vary along the cline of: 
·
Freedom to choose from any material; 
·
Small range of material to choose from; 
·
Given materials have to be used;
For instance, on a recent in- service development course one teacher was very frustrated because 
she had to work with a set book which she and her computer science learners found dull and out- 
of –date. This was a situation which called for two simultaneous strands of action: preparing 
persuasive case to change the situation and being creative with the existing situation. Where 
possible no one would use unsuitable carrier content but there can be situations where there is no 
alternative. Until we have succeeded in changing the situation we have to be creative.
The fact of being creative can put anew perspective on material and reveal possibilities such that 
it is no longer making the best of a difficult situation. With input the carrier content is out- of- 
date, learners could: 
·
Extract what is no longer true; 
·
Separate what they already know what is new; 
·
Extract what is true and re-write or re- tell it; 
Modifying activities is generally for when the input and carrier content are adequate but some or 
all of the exploitation is unsuitable.