Mr. Garcia, a high school English teacher, is concerned that his second period students show little interest in developing and improving their writing skills. His students do not apply the grammar and usage skills they have been working on in class, and their weak skills and lack of engagement in the writing process prevent many of them from passing the exit level examination required for high school graduation.

There are 32 students in his second period class-19 boys and 13 girls. The students represent a heterogeneous mix of skills and abilities. There are eight students who are English language learners, two students with specific learning disabilities, and seven students who are struggling readers. There are 14 students in the class who have failed the writing portion of the exit-level examination one time. These students are required to take the exam again in the early spring. Even though they have failed a high-stakes examination, they show little interest in improving their writing skills.

Mr. Garcia's dilemma is how to engage his students in the writing process and in applying the grammar and usage skills they have been learning.