This article calls for a rethinking of pure process-based approaches in the teaching of second language writers in the middle school classroom. The author provides evidence from a detailed case study of the writing of a Korean middle school student in a U.S. school setting to make a case for rethinking the efficacy of classic process-based…

Addresses the question of how teachers can best use writing style imitation to strengthen student composition by exploring validity of claims made for usefulness of models in teaching ESL writing; range, goals, and effectiveness of model-based exercises and writing-tasks; and advantages of process-oriented approach to writing. (Author/BK)