ABSTRACT
While the previous two chapters of Part 3 contained some writing activities in support of reading and reading comprehension, this section focuses on the art of teaching writing. Many of the activities, however, include peer work and academic talk, and the activities are couched in the process approach to writing because the shift from writing as product to writing as process has helped ELLs as well as native English speakers (Hedgcock, 2005). The process writing approach breaks writing tasks into five manageable components: pre-writing, drafting, revising, editing, and publishing. Three of these stages, pre-writing, revising, and editing, are done in collaborative settings where ELLs are able to practice other literacy skills such as speaking, listening, and reading. The following discussion describes the abilities and frustrations of ELLs at each stage of the writing process and makes some research-based suggestions about how to promote ELL students' writing and motivation to write.
