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Writing in a second language is a complex activity requiring proficiency in a number of different areas. l Writing programmes often focus on particular areas of skill and knowledge that are seen as important to the overall process. This study looks at the effects of the focus of teaching on student writing. Fifty students on an eight-week pre-sessional programme were asked to write a 250-word assignment at the start and the end of their courses. These were graded on a nineband scale using adoi:10.6018/ijes.1.2.48251 doaj:c03cf1b331704659956b30fbec80d3ac fatcat:yc6gvd76mjfn5i4fokw5kc7p44