As a global economy is heavily dependent on email and the Internet, it is appropriate to recognize that written English is the predominant medium of communication. The growing research on L2 writing in the ELT professionals reflects an international response to this phenomenon. Like many other EFL countries, however, developing L2 writing skills has been neglected in the Korean EFL context, resulting in teachers’ lack of confidence and students’ limited experience in English writing. Therefore, it is essential to identify L2 writing approaches that are suited to the EFL context. In this book, the tenets of the product and process approaches to teaching writing which have predominated in the ELT contexts will be presented and then the relative pros and cons of the two will be explored. The possible efficacy of integrating the product approach into the process approach will be examined to develop a hypothetical English writing model. The author attempts to make logical suggestions which could be used in many other EFL countries and highlight the pedagogical implications for the effective teaching of English writing in terms of L2 writing development.