IntroductionThe human race has always had the instinct to express its needs, feelings and emotions in written form as well as orally. Calkins (1989, p. 3) illustrates the deep need of human beings to represent their experiences through writing. He mentions that ancient people liked to write stories, events, habits or situations related to them on the walls of caves and temples. It could be said that it is a natural human desire and tendency to draw shapes and lines on the surface of certain materials. We can observe that young children are pushed to leave written marks with pens, pencils, markers, pieces of charcoal or even lipsticks on the walls, furniture or bathrooms. Academically, writing is one of the four major language skills (listening, speaking). , reading and writing) which must be mastered by language learners. It is considered the most complicated skill of all. Despite its difficulties, writing is still considered an essential, useful, integral and enjoyable part of any language program (Scott and Ytreberg, 1994, p. 69). Due to its complexity, most approaches to language teaching delay teaching writing to later stages until learners acquire an adequate amount of vocabulary, grammatical rules and the required language training ; that students learn through spoken language activities in addition to reading exercises. Cohen (1990, p. 103) says that some language teaching methods do not allow language learners to write at the earliest stages, while others do not give students the opportunity to write long prose , but learners should instead write isolated sentences. Kroll (1990) explains that writing in a foreign/second language (L2) is more complex since the mother tongue...... middle of paper ......: St. Martin's.Scott, W., & Ytreberg, L. (1994). Teaching English to children. London, UK: Longman. The Open University. (2014). Mental mapping. Retrieved from http://www.open.ac.uk/infoskills-researchers/developing-mindmapping.htm.Think Buzan. (2013). 7 uses of mind mapping for teaching. Retrieved from http://thinkbuzan.com/articles/view/7-mind-mapping-uses-for-teaching/. Wang, W., & Wen, Q. (2002). Using L1 in the L2 composition process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11, 225-246. Weigle, C. (2002). Writing assessment. Cambridge: Cambridge University Press. Widdowson, G. (1978). Teaching language as communication. New York: Oxford University Press. Windeatt, S. and Hardisty, D. (2000). Internet. Oxford, UK: Oxford University Press. Zamel, V. (1987). Recent research on writing pedagogy. TESOL Quarterly, 21, 697-716.