A study investigated how a second language (L2) learner's writing skills develop in a second-language context. The three research questions addressed the effect of: (1) first-language (L1) literacy skills, (2) L2 proficiency, and (3) the instructional context on L2 writing. Subjects were 70 university French students. Data were drawn from 300 writing protocols, or 3-5 samples from each subject. The writing samples were analyzed quantitatively for 6 variables: overall quality; number of T-units; mean length of T-unit; number of error-free T-units; mean length of error-free T-units; and number of words. Additional qualitative analysis consisted of: (1) investigation of the writing processes of 7 case-study subjects, which included observation, retrospective interviews, and think-aloud writing protocols in French and English; (2) survey of teacher perceptions of writing in a foreign language context, through observation and interviews; and (3) discourse analysis of the writing samples. It is concluded that L2 learners do rely on L1 literacy skills for L2 writing, and acknowledge the constraints of limited vocabulary and insufficient grammatical knowledge in producing L2 writing. In addition, L2 language proficiency, including oral skills, appears to affect L2 writing skills. A number of variables are seen as explaining variability in student performance. (MSE)