The above strategies have been applied in various environments with diverse learners. The research showed application everywhere from elementary schools to college classes to English Language Learners' classrooms. Each phase of the writing process had at least one strategy being applied to this study. The results, as examined in the Literature Review, have demonstrated success within the applied environments. I chose to use these strategies, because I believed they would work to make the writing process simpler for my students to understand. Each strategy chosen was used to give students the necessary structure to complete their persuasive essays.

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The population of my students represented a diverse demographic of learners. I selected these specific strategies, because they can be applied to a wide variety of learners regardless of ability or background. The population as outlined in the Rationale showed signs of writing struggles, and the strategies being used were designed to help students to gain the proper knowledge and skills to become more successful writers. Many of the strategies such as Peer Review and Self-reflection met students at their individual writing skill level and allowed them to build on their skills. Other strategies such as Word Webs and RACES were based on giving students structure to build upon. These structure based strategies either acted as a foundation or reinforcement for students, regardless of their ability.