ABSTRACT
In this final section, I reflect on what second language writing specialists can learn about the teaching of writing from the chapters in this handbook. Focusing especially on the key points of writing to learn vs. learning to write as well as the importance of instructors’ intention to direct student writers’ attention to language, I summarize implications for practice under the themes of tasks, feedback, and learning contexts/learner characteristics. I conclude that practitioners associated with L2 writing instruction do not need to revamp their entire curricula but rather should find authentic, integrated ways to add greater attention to language in their syllabi, instructional plans, and teaching materials.
