Abstract
Recently, first language composition researchers have shown that by using a traditional composition teaching method which focuses on the form and correctness of a finished product, teachers ask students to produce writing which does not reflect the actual writing process. Findings indicate that most school-sponsored writing does not involve the self-motivation, contemplation, exploration, and commitment which characterize real life writing. These researchers recommend that in addition to being taught expository writing, students should have more opportunity for expressive writing in their writing courses to allow them to become better academic writers. According to some second language composition researchers and teachers, these recommendations are applicable to ESL college students because their composing strategies are similar to those of native English-speaking college students. Ungraded, uncorrected journals can provide a non-threatening way for students to express themselves in written English. However, the student-teacher working journals which we describe in this article are unlike student personal journals in two important ways: first, the topic of working journals is not personal, but is rather an outgrowth of the writing class; and second, the teacher regularly writes journals to the class on the same subject and includes, in those journals, selected student journal entries. The advantages of this approach are that a group awareness develops around issues relevant to ESL composition, that students come to see writing as a way to generate ideas and to share them, and that teachers become participants in the writing process.