While the populations of students learning writing in English as a second language (ESL) are diverse and have widely varying needs, three general recommendations to nonspecialist teachers of ESL pupils are to: (1) organize courses according to thematic unity; (2) limit the number of formal, polished essays assigned; and (3) encourage students to develop and use all four language skills (listening, writing, reading, and speaking) in the composition classroom. Composition teachers with a firm grounding in process methodology are in an excellent position to help ESL students develop language skills. The processes of learning a language and learning to write are analogous, and what has been learned about one process can be used to teach the other. (MSE)