ABSTRACT
As will have become clear from the examples discussed in the previous sections, I am very much in favour of integrating the so-called four skills in such a way that what is read or what is listened to supplies both a model and information for what is to be written by the student. Clearly, there are limitations to the extent to which such integration is possible. For instance, it is pointless asking students to write dialogues because this does not represent an authentic writing task—unless one is teaching script writers or playwrights. Also, for reasons I have suggested in the introduction to this book, teaching creative writing in the EFL/ESL classroom is of questionable value, and should not be confused with teaching the communicative writing skills which the majority of our students require.
