2.2 What makes L2 writers different from L1 writers?

Perhaps one of the main reasons that writing instruction was side-lined was the
idea that if you knew how to write in your first language, these skills would be
transferable to the second language. However, while the physical act of writing is
fairly automatic for adult writers, in the L2 it becomes a conscious process once
more, especially if the L2 orthography (alphabet) is different from the learners' L1.
The same is true if the rhetorical style of the L2 is vastly different from that of the
L1 (this is particularly relevant for longer writing assignments).

L2 instruction needs to include time for both generating ideas as well as improving
grammatical accuracy. Both extensive writing (having students produce plenty of
writing for fun that will not be graded in any way) and intensive writing (asking
students to focus on and revise one small piece of writing for clarity) will help
increase overall language proficiency and can be used to complement and support
other language skills as well. With a focus on the process of writing, and allowing
free exchange of ideas, brainstorming and planning activities, students are at the
same time practicing their oral skills. Furthermore, writing activities such as these
can be used at all language levels.