Over the past ten years, there has been a marked increase in the number of international students coming to study in universities across the United States. Open Doors confirms for the 2013-2014 academic year alone, there was an eight percent increase of college-level international students studying in the United States. And while this population is difficult to quantify, more and more 1.5 generation students (immigrants who come to the United States at the age of 12 or older and enroll in middle and high schools) with limited academic language skills are entering universities across the country. In 1999, Harklau, Siegal, and Losey estimated there were 150,000-200,000 1.5 generation students graduating from high school each year (2-3), and it is assumed this number is growing substantially. With such a large number of English language learners (ELLs) entering college, and specifically our writing classrooms, the class structures, syllabi, and the writing assignments we design require adjustments in order to best teach ELLs how to effectively write.