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This study focuses on a very important but somehow not very well-researched issue related to the writing skills of students in Bangladesh. Teaching spelling, in particular, is difficult even in the best of situations. The problem is compounded when the national curriculum is traditional and has no room for the teaching of the proper rules of spelling instructions to squeeze through. The purpose of this empirical research is to create awareness among the language teachers as well as the planners of the national curriculum so that spelling instructions could be aimed at resolving the spelling related problems.