当教授写作时，最好的策略之一就是在课堂上建立一个写作工作坊。写作学习班对学生来说非常有帮助，因为学生需要讨论他们的想法(思考-对-分享，策略)，他们可以与合作伙伴一起修改和编辑他们的工作，最重要的是，这是L1学生在一个舒适的环境中与他人交谈的机会。很重要的一点是，让学生们进行口头交流(diazo - rico & Weed, 2002)。如果一个教室能够建立这样一个学生一起工作的环境，它就会降低上面提到的情感过滤器。一旦建立了课堂环境，实际的写作就可以开始了。首先，要记住写作工作坊是为了工作，学生必须每天都能写作。在开始写作的过程中，如果学生有机会选择自己的话题(这是激励学生想要写作的一种方法)和他们熟悉的东西，也会有帮助。不仅仅是和ELL的学生，还有所有的学生，老师需要在他们的写作课上实现图形的组织者。图形的组织者允许学生组织他们的写作，开始，中间，和结束。这也让学生有一个主要的想法和支持的细节。当开始使用组织者时，教师可以让非熟练的作家简单地画出他们的故事的图画，并写出解释正在发生的事情的句子(或单词)。这可能有助于教师使用一个组织者几次这样学生不会感到困惑。为了让学生知道如何使用图形组织者，教师还必须记得提供大量的，建模和指导的日常基础。一旦学生习惯了使用组织者，他们就可以开始思考，开始造句，并最终创建段落。从这些段落中，可以从语法中发展出大量的小课，把写作的特点，小的小组教学，或者老师认为她的学生需要做的事情。
When teaching writing, one of the best strategies to use with ELL students is to establish a writing workshop in the classroom. Writing workshops are very helpful to ELL students because students are required to discuss their ideas (think-pair- share, strategy), and they can work with a partner to revise and edit their work, and most importantly, it is a chance for L1 students to speak to others in a comfortable setting. It is very important that ELL students get to interact verbally (Diaz-Rico & Weed, 2002). If a classroom can establish such an environment where students work together, it tends to lower the affective filters as mentioned above. Once the classroom environment has been set up, the actual writing can begin. First of all, one needs to remember if a writing workshop is to work, students have to be able to write every day. When beginning the writing process, it also helps if students get a chance to choose their own topic (this is one way to motivate students to want to write) and something they are familiar with. Not just with ELL students but with all students, teachers need to implement graphic organizers into their writing lessons. Graphic organizers allow students to organize their writing with a beginning, middle, and end. This also allows for students to a main idea with supporting details. When beginning to use organizers, teachers can have non proficient writers simply draw pictures of their story and write sentences (or words) explaining what is happening. It is probably helpful for teachers to use one organizer a few times so that students do not get confused. In order for students to even know how to use graphic organizers, teachers must also remember to provide lots, and modeling and instruction on a daily basis. Once students are comfortable using organizers, they can take their thoughts and start making sentences and eventually creating paragraphs. From these paragraphs, lots of mini lessons can develop from grammar, to incorporating the writing traits, to small group instruction, or whatever the teacher sees that her students need to work on.