One of the most important skills that second language learners need to develop is writing. A student when learning a language other than L1 must be able to write in that particular language. Therefore it is essential that the teacher establishes the main elements of the writing. Second language learners must understand a certain amount of grammar and vocabulary before learning to write, but once they understand them, teaching can begin. The teacher's role is to provide students with all the properties necessary for writing. However, different approaches to teaching second language writing have developed and increased dramatically in recent years. There are four main approaches: the product, the process, the "post-process" and the gender approach. In this essay I will develop a writing lesson by consulting published materials using two of the above approaches: the product approach and the process approach. As part of the writing lesson I will explain the approaches used, why I chose these details and the teaching context. According to (Benesch, 1996; Johns & Price-Machado, 2001; Spack, 1997b) cited in Ferris and Hedgcock ( 2005:73) "a particular skill is required to teach writing to non-native English speakers, so we need a systematic way to investigate the different background characteristics, skills, patterns and expectations of ESL writers so that we can take this information into account when planning instruction.” After collecting the students' profile it is important to set the goals and objectives of the lesson. Graves (2000:79) cited in Ferris and Hedgcock (2005:87) stated that “clear objectives help make teaching purposeful because what you do in class is linked to your… half of the paper… .The teacher ultimately taught writing by applying both the product and process approaches. To conclude, when I was taught to write in a second language, the teacher used both the product and process approaches of the process. He usually combined approaches together to design a lesson plan; he wouldn't rely on just one. As we have seen from the literature, writing classes consist of a combination of approaches, adopting them in ways that would be interesting and pedagogical. Although the process approach is a newer method than the product approach, many teachers and textbook authors combine product and process components to teach writing. In this writing lesson, the process approach was used to get students to brainstorm ideas, revise, edit, and provide peer feedback, and the product approach was used to provide model writing to students to help them in writing.