Writing skill in the English language is preserved as the last and most crucial stage.

Pupils would require a strong foundation before they are able to dive into this skill. Based on the given article and the reading done, I would acknowledge Hawthornes view that the quality of thought and purpose that pupils (they) bring to their involvement in writing is essential in helping pupils to develop their writing skill in the English language. Based on the article, it was concluded that the interest in and perceived relevance of tasks pupils were asked to write about were the main factors that motivated pupils to be engaged in the writing tasks. This shows that in order for pupils to be able to engage in a task, what they know about the task given is necessary for them to express themselves in their writing. As an English teacher, I have noticed in my writing classes that when my pupils are given a task that they are familiar with, they are able to convey ideas that are related to the task. Moreover, when the pupils know that their writing will be used for a purpose, their motivation level increase. As mention in the findings of Hyland, J. L.F (2007), when pupils know that their work is being read by a wider audience, pupils tend to put more effort in creating a writing piece. However, I would like to draw attention that teachers also play an essential factor that affects the pupils writing in an English language classroom. It was noted in the article that teacher factors were the most significant area of differences between the engaged and reluctant students. I would like to support this based on Beder, H (2006) that states teachers supported engagement by constantly praising learners for work done well. This is enough to support that a teacher can affect the pupils motivation or reluctance to write. If a teacher is able to motivate the pupils to write, the writing task becomes an engage able task for the pupils. Moreover, as mention in the finding (Hawthorne, 2008), the pupils voiced out that teachers need to explain things better. I find this to be a crucial factor that affects pupils engagement in writing. The ability of a teacher to create lessons that provides pupils the change to write about what they know and to be able to build from their previous knowledge is crucial in helping to develop the writing skill. Thus, the quality of thought and the purpose of the writing task are crucial but the teachers role is also able to affect the pupils engagement in enhancing pupils writing skills.