Abstract
Many language specialists and theorists point out the close relationship between speaking and writing and how they develop concurrently and exert mutual influence. This paper confirms this relationship and presents the results of research in which I compared the writing skill improvement of a writing class and a debating class. In the debating class, speaking and writing were integrated throughout the preparation and a match, and in the writing class, activities were only focused on writing. The research is done from two perspectives: how much writing skill was improved after one year in each class. and how expository writing should be taught. Statistical results show that debate, which requires lots of clarification and elaboration throughout the process, is effective for teaching writing and that low level writers in debating class improved their writing far more than high level writers did in one year.
