Twenty-two reports of research focusing on the composing processes of college students of English as a Second Language are reviewed. The research, reported between 1982 and 1989, consists of case studies of various issues: (1) general accounts of the second language composing process; (2) revision; (3) attention to rhetorical form; (4) monitor use; (5) abstracting; (6) reader awareness; and (7) planning. The major findings of the research are discussed, and particular reference is made to the most frequently and/or extensively addressed issues: recursion, variation in the second language composing process, planning, transcribing, revising, first language use in second language composition, audience awareness, monitoring, and the transfer of first language writing skills to second language composition. The studies' methods, reporting, and interpretation practices are also described and critiqued. It is concluded that while the studies' findings are interesting, provocative, and potentially useful, their credibility is not beyond question. (MSE)