Clinical Question: Would Spanish-speaking ELL students who struggle to learn to write (P) benefit more from a writing intervention that addresses cognitive (executive function) and social well-being (motivation, peer inclusion) (I), or writing intervention strategies that address written language text macrostructure or microstructure only (C), as shown by significant changes in macro- and microstructural components in students' written compositions (O)? Method: Review. Study Sources: ERIC, PsychARTICLES, PsychINFO, Education Research Complete, ASHA.org, JSTOR, Elementary School Journal, Reading Teacher, American Educational Research Journal. Search terms: ESL, ELL, Spanish-English learners, emerging bilinguals, Spanish speakers, ESOL, intervention, instruction, strategies, planning, revising, organizing, writing, text composition, expository, narrative writing, vocabulary, syntax, morphology, self-regulation, executive functioning. Number of Included Studies: 3. Primary Results: (1) Explicit instruction of the writing process, including linguistic features of writing (syntactic, semantic, and orthographic) and revision strategies, appears to be beneficial for ELLs; (2) When writing is viewed as a social process or provided in a group setting where peer review or peer responses are included, ELLs significantly increased in their written language outcomes, including topic development, organization, meaning, sentence construction, and mechanics. Conclusions: (1) There is limited evidence on using writing strategies to improve ELLs written language outcomes; therefore, there is a great need for further investigations on writing strategies that address cognitive, linguistic, and self-regulatory skills in ELLs; and (2) Using self-regulated strategy development instruction, combining explicit instruction, self-review, and peer models may be beneficial for addressing the writing abilities in ELLs.