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Additionally, writing instruction should provide students with

numerous opportunities to compose. As she had previously stated,

recursive habituation is necessary for effective writing. Subsequently,

writing instruction ought to offer constructive and significant feedback.

According to Nunan (2015), utilizing checklists to facilitate self-checking

and peer evaluation increases the relevance of comments. Ultimately,

educators ought to clarify to both themselves and students how they intend

to assess their student's academic progress. A course syllabus must

indicate whether students' learning progress will be evaluated through only

summative assessment (AoL), formative assessment (AaL/AfL), or the

integration of A3.

Overall, the course syllabus of writing courses should be effectively

designed for effective pedagogical practices. If educators and the

curriculum being employed, especially in the course syllabus, encourage

students in their writing efforts, they can improve their writing abilities.

The syllabus must precisely regulate the teaching-learning and assessment

processes.

c. Approaches in Teaching Writing

The goal of tertiary-level writing instruction is to equip students to produce

a variety of texts that require the lecturer's techniques in establishing the

teaching-learning processes. The three most common methods used in

writing classes are the product-based method, the process-based method,

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