One of important issues in teaching process of language is dealing with common arguments against teaching writing skills. One way to tackle this problem is to find the root of the problem and start from there. It is obvious that English First Additional Language teachers and students face certain problems in teaching and learning writing. In fact, Nunan (1999:271) considers it an enormous challenge to produce “a coherent, fluent, extended piece of writing” in one's Additional language. This is magnified by the fact that the rhetorical conventions of English texts, structure, style and organization often differ from the conventions in other languages. It requires effort to recognise and manage the differences (Leki: 1999). While nearly all language teachers would be expected to have had experience speaking, listening, and reading, it is quite possible that few language teachers are writers themselves, either in L1 or L2 and, as a result, have few experiential resources to draw on besides what they might have experienced in elementary school with first language writing instruction, e.g. an focus on neatness, spelling, and grammatical correctness. Reasonable position from which to begin both for teachers and teacher trainers would seem to be engaged in some public writing themselves, to reflect carefully on that experience, and to base classroom decisions as far as possible on principle rather than only on habit, only reproducing what they themselves once experienced. Not only teachers' training but also the educational backgrounds of the students need to be considered and accommodated or built on.