This chapter is about scaffolding so students are successful writer.  It give different strategies as well to help ELLs to start writing.
 First it gives characteristics of effective writers such as:

• understanding the purpose of writing
• understand what to do with the language 
• understand organization and structure of writing
• be aware that speech and writing are different
• Use models writing
• know about the subject or topic
• Confident about writing

So looking at these characteristics, our ELL are not at this level so we have to help our students become writers by first introducing "genre". Genres have their own characteristics like the purpose and the use of language. Next is that it has its own structure and organization. The language also goes with the genre. "Genre is shared by members of teh same culture and is recognized by them..."(p.108)
The two genre used in schools include narratives and arguments and these "have key aspects: social purpose, organization, and specific language features."(p.109)

Gibbons lists the "teaching and learning cycle" like so:

• Stage 1: Building the Field - knowledge of the topic
• Stage 2: Modeling teh Genre
• Stage 3: Joint Construction - teacher and students write together
• Stage 4: Independent Writing

These stages will scaffold on one another and if needed repeated until the students become independent writers. It is recommended that written feedback is given by pointing out the strengths and weakness of the writing.  Feedback will give students what is expected and it gives them an idea of what needs some work and it give the teacher an idea of what to work on. The teaching and learning cycle encourages listening, speaking, and reading skills.