Writing as a goal and means of elt

The purpose of the work

The task of the investigation.

The theoretical and practical value of this work.

1. 
   Writing as a communicative skill in teaching and learning
   

Language provides a way for people to communicate with each other. The Communication Process between two people consists of sending a message and receiving a message. The important communication is written communication. Writing is a highly complex operation requiring the coordination of multiple neural Networks. It involves the blending of attention, fine motor coordination, memory, visual processing language and higher-order thinking (Souse and David, 2001). When an individual is writing, the visual feedback mechanisms are at work checking the output, adjusting fine motor skills, and monitoring eye-hand coordination. Meanwhile, kinesthetic monitoring systems are conscious of the position and movement of fingers on space, the grip on the pencil, and the rhythm and pace of the writing. Cognitive systems are also busy, verifying with long-term memory that the symbols being drawn will indeed produce the sounds of the word that the writer intends (Reisberg and Daniel, 1997). Accomplishing this task requires visual memory for symbols, Whole-Word Memory, and spelling rules. Writing refers to several subskills: putting words on paper, making sentences and linking them in paragraphs, developing essays and many others. So, writing is also a support skill.
At the elementary and intermediate levels it helps to think and to learn. Writing new words and structures help students remember new words; written practice helps students focus their attention on what they are learning. It is important for developing all skills. Writing serves as learning and controlling means. It needs some forms of instruction and imposes an appropriate use of the language. That’s why the operation and activities are divided into groups:
1) those designed to develop the writing skills.
2) which provided opportunity of practicing English.
«A task which provides little or no practice for students to extend their knowledge of appropriate content or context or to raise their awareness about writing process is not really a writing task but general learning task using writing.»

2.