Argues that a process-oriented nonjudgmental instructional approach can help English-as-a-Second-Language community college students become better writers. Discusses the principle of nonjudgmental awareness and its rationale, and describes five pedagogical techniques used in a nonjudgmental writing class.

A discussion of the effect of writing on ESL students’ reading performance provides data to demonstrate that “formal,” analytical written response to text helps ESL students become more proficient readers of English.