The chapter opens with a description of approaches popular (now and then) in the teaching of writing in English for Academic Purposes. Next, teachers’ and students’ attitudes towards writing in a target language classroom are briefly discussed. Subsequent sections elaborate on the discursive and non-discursive components of the writing-oriented classroom: language knowledge, genre issues and language learner strategies (with a spotlight on the role of metacognitive knowledge in learning to write). Finally, the characteristics of the teacher who both teaches and learns the craft of writing in order to maximise their didactic effectiveness and stimulate professional growth are addressed.