The CATESOL Journal

The present study explored patterns and individual differences in the composing processes of a group of ESL students in an academic setting. Research questions included the following: • Do students demonstrate significant individual differences in the composing process? • Do some students at this level have a personal composing style? If so, when was it defined and how strong/rigid is it? • How do students who have their own style manage their composing process in light of course-designated composing guidelines? Participants were students in an ESL basic composition class. A preliminary wholeclass survey was followed by interviews with a small sample of students who reported on their composing process from “zero” through the first draft. Responses showed similarities and differences in the composing process; however, differences were significant enough to be considered individualized. Thus, a one-size-fits-all approach may not serve students best in ESL composition. Implications for teaching are discussed.