Research into process-oriented writing instruction for native speakers of English can improve instruction in writing for students of English as a second language (ESL). Process-oriented instruction focuses on the processes of writing rather than on the finished product. A comparison of writing samples of native speakers from remedial courses and ESL students shows that despite differences in the types of grammatical and syntactical errors made, significant similarities exist. The ESL writer and remedial writer both approach writing in a linear fashion with preconceived ideas, and arrive at a conclusion too soon and without sufficient illustration or detail. Prewriting exercises in internal conversation are important for ESL students to develop rhetorical skills. In addition, instruction in two major native speaker composition skills, freewriting and problem-solving, are applicable to ESL writing instruction. Freewriting is a technique for exploring and synthesizing original ideas, helping to break down inhibitions about expressing ideas by deemphasizing correctness of surface structures. The problem-solving technique approaches a writing task as a problem to be solved, considering desired outcome, intended audience, and potential problems, much like notional-functional considerations identifying content and purpose. Each technique may have specific application to cultural groups. Additional classroom practices include using real communicative situations, sentence-combining exercises, teacher writing samples, and active revision. (MSE)