This study examines how young second language learners acquire academic language. Among the main language groups represented were Punjabi, Hindi, Tamil, Estonian, Serbian, Arabic as well as 23 other language groups. I monitored over 75 students, in grades 1, 2 and 4. I was interested in exploring what strategies best promoted coherence in non-fiction writing of the students referred to me by classroom teachers. The focus of this study is on the effect of metacognitive awareness strategies and direct text form-focussed instruction on student non-fiction writing. (Contains 4 footnotes.) [Abstract modified to meet ERIC guidelines.]