TESL Canada Journal

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This article describes a multi-faceted approach to meeting the writing needs of advanced ESL learners enrolled in an intensive, full-time ESL program lasting sixteen weeks. The students are highly-motivated francophone managers and professionals who need to write memos, letters, reports, and other specialized material in English at work. Their writing is directed to employees, colleagues and superiors within a large bureaucracy, and to the public. The article examines the theoretical and practical principles on which the writing course was based. In addition, it describes how learners' needs are met through the use of authentic documents and through individual teacher-student consultations.