The main objective of this study is to assess how the teaching of writing skill is beingrnimplemented at Bahir Dar university English major instructors and the corresponding studentsrntaught by them (as a source of data only). In achieving the stated objectives; purpose,rncomprehensive and random sampling techniques were employed to determine the participants ofrnthe study. In collecting data from these participants, classroom observations, questionnairesrn(administered for both instructors and students) and semi structured interviews with tworninstructors were employed. Latter on, the obtained data was presented, analyzed and interpretedrnboth qualitatively and quantitatively. The data obtained from the classroom observations andrninstructors' interviews were analyzed in an intermingled way with the instructors ' questionnaire.rnWhere as, the data obtainedfrom the students' questionnaire is presented separately.rnThe findings of the inquiry revealed that the instructors do not have a clear cut approach thatrnthey frequently use in teaching writing skill. Nevertheless, as the study indicates the instructorsrnsometimes employ a product approach and sometimes process approach depending on the timernscheduledfor the course. However, the study designates that they hardly employ the genre basedrnapproach in teaching writing skill. In addition, the study also shows that instructors }i"equentlyrncarry out (practice) reading skill while teaching writing skill. Besides, as the study reveals,rnspeaking and listening skills are also sometimes practiced concurrently in the teaching of writingrnskill. However, instructors and the corresponding students hardly put vocabulary and grammarrnlanguage elements in to practice in writing skill lessons. Moreover, the investigation shows thatrnthe instructors sometimes carry out reading, speaking, and listening skills at a time whilernteaching writing skill. However, they hardly integrate all of the language skills with writing skillrnin tandem. Furthermore, t~y illustrates that instructors, while teaching writing skill, do ,rnnot consider the students' interests; preferences and day to day life experiences in providing thernwriting topiCS up on which the students practice the rest of language skills in their writing skillrnlessons. Besides, instructors hardly provide project works in order that studenls workrncooperatively for such purposes. The study also indicates that impediments that are related to thernstudents, the instructors themselves, the classrooms, and the university (department) directly orrnindirectly hampered the teaching of writing skill not to be effective.rnFinally, In light of these findings, it is recommended that instructors would be more effective inrnteaching writing skill if they follow the process approach as claimed by many scholars. Besidesrnto these the university (department) need to follow the annual and semester schedules strictly,rnincrease the time allotted for the course, minimize the number of students grouped in eachrnsection, increase the accessibility of computers, photocopy machines, books in the libraries, andrnthe like facilities to make the teaching of writing skill more effective.