Elementary school English language teachers in Swiss public schools often question the role of writing in early years language instruction because there is a significant disparity in messages they receive from Board of Education members, from fellow teachers and from teacher trainers. This study describes the issues concerning writing in the first years of English language instruction in Switzerland and presents data that suggest that teaching reading, writing, listening and speaking in every lesson is associated with better learner performance in writing (and the other skills) than teaching with a different balance of skills. A general writing rubric and some recommendations for writing with young learners in the Swiss setting are provided and the argument is made that teachers should indeed start with writing in the first year of English language instruction.