ABSTRACT
Within the last decade, numerous approaches to the teaching of writing in programs for ESL college students have been tried, and much discussion has focused on the most appropriate approach to adopt (see the TESOL Quarterly Forum contributions of Horowitz, 1986c/Liebman-Kleine, 1986/Horowitz, 1986b/Hamp-Lyons, 1986/Horowitz, 1986a; Reid, 1984b/Spack, 1985a/Reid, 1985; Reid, 1984a/Zamel, 1984). Though a misleading process/product, or process-centered/content-based, dichotomy has characterized the debate, ESL writing researchers and teachers have generally agreed that the goal of college-level second language (L2) writing programs is to prepare students to become better academic writers.
