Thus, rather than merely being an exercise of redactive skills, writing enhances one’s ability to ‘see’ by enabling the writer to abstract and objectify his/her understandings from his/her concrete involvements (Ong, 1982). For the pre-service teachers of this study, tutoring an ESL student in writing and reflecting on that experience through the maintenance of journals were designed as experiences that would provide them with opportunities to critically examine ways in which ESL learners develop writing skills in English. In addition, it was hoped that the tutoring and reflection would help these new teachers to evaluate their various roles as writers, learners and teachers. In this paper I attempt.
