The Composing Processes of Advanced ESL Students: Six Case Studies

The most recent research in composition has given us, important insights into the composing process. This research has revealed that composing is a non‐linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of discovering and creating meaning and the extent to which second language factors affect this process. The findings indicate that skilled ESL writers explore and clarify ideas and attend to language‐related concerns primarily after their ideas have been delineated. Since it is believed that the teaching of composition should be informed by and based upon what writing actually entails, an understanding of the composing process calls into question approaches that are prescriptive, formulaic, and overly concerned with correctness. Instead, it suggests the importance of instruction that gives students direct experiences with the composing process, that establishes a dynamic teaching/learning relationship between writers and their readers, and that enhances further linguistic development in the context of making and communicating meaning.