I do not believe that there can be any “quick fix” or magic formula for making students Distinguished-level writers in a foreign language. There is simply too much to learn. However, I do believe that developing an awareness of variety of voice, of different generic conventions, of the way that audience and purpose can dramatically shape text in different ways, is an area where many writers can make a major and necessary step. Activities can easily be devised to develop this awareness, and this chapter briefly describes a variety of these. Acquiring the language range necessary to transfer the benefits of awareness into greatly improved writing is likely to be a longer process, but one where even the smallest increment helps. If students are asked to tackle a variety of tasks which differ from those of “conventional” essay/self-expression writing courses, these should create a clear need for, and provide opportunities for teaching, language that will increase students' range.

This chapter describes the rationale behind a course taught at the English Department of the University of Aarhus, Denmark, and gives examples of activities used in the teaching. The course covers a variety of aspects of English in use but focuses particularly on written English and on writing skills in a nonliterary context. One aim of the course is to help students over time to improve their own writing proficiency to a truly Superior or Distinguished level.