The aim of the research is to develop models and modules for teaching English as a second language to weak learners. A qualitative research design was employed. Data were collected through classroom observations and focus-group interview with a group of students. Fifteen ESL learners, one ESL teacher and principal participated in the study. The learners are Form Three students in a private Islamic school in Malaysia. The students were given a total of five compositions to write. They wrote one composition each time the researchers visited them. The students were observed as they wrote. The problems they had were noted by the researchers. The observations made revealed the learners' weaknesses at writing compositions in English. A focus-group interview was made after each observation to probe further into their problems of learning English. An informal conversation was also conducted with the English Language teacher during each visit. While conducting the research it was discovered that the students who were interviewed became more and more interested in participating in the project. They became willing partners and they contributed valuable information in spite of their linguistic inadequacies. The regular visits seem to have endeared us to the principal, teacher and the students that they look forward to our visit. This paper describes the procedures taken to effectuate networking with the principal, teacher and the students. It analyses and discusses the factors that have contributed to this effective networking.