A mentally disabled but diligent high school student attends a tutoring session at the learning center to work on a class writing assignment. Despite the tutor's encouragement and requests, the student is unable to write. She states that she hates writing and says she will take a zero for the grade rather than complete the assignment. Literature Review Such frustrating scenarios are not uncommon in the learning center. Developing and practicing effective personal writing skills is crucial for recording individual expression and communication, recording personal experiences, and preserving the civilization of a culture (Powell, Harms, & Barry, 2006). Successful Americans in all walks of life depend on producing clear oral and written communication. A survey of one hundred and twenty large American companies (Powell, Harms, & Barry, 2006) reveals that approximately eight million employees must demonstrate strong writing skills to retain and promote employees. Two-thirds of employees in large American companies have some editorial responsibility; Effective communications via email and PowerPoint are often job requirements (Needles & Knapp, 2004). Although adequate writing skills are essential for life, leisure, and employment, many students do not learn to write effectively. Since writing is a thinking exercise, it is important to balance the writing process with the mechanics of writing. The areas of the brain involved in the writing task are varied but interdependent; therefore, a student's individual needs will determine the method of instruction they receive. Many students who have low expectations for their own academic success will not make even minimal effort to complete a...... middle of paper...... survey, observational field notes, documents and interviews. The use of open coding, axial coding and selective coding will allow interpretation of the results. Threats to study quality were monitored using three strategies: (1) triangulation, (2) member checking, and (3) peer debriefing. References Bartleby, S. (2003). Students with dysgraphia face challenges. Hudson, K., Jones, P., and Salvatore, R. (2005). Mechanics and the dysgraphic child. Writing Strategies, 15(4), 364-396.Needles C. and Knapp, K. (2004). Communication strategies in the technical age. Boston. Little, Brown. Powell, Cheryl, Harms, Susan and Barry, Thomas. (2006). The writing process. New York: St. Andrews. Quinlan, Q., Harrison, B., Darin, V., and Charles, T. (2004). Time on task: a writing challenge. Journal of Reading and Writing, Vol. 18, no. 2, 135–150.