This study was conducted at a public school with a population of over 900 students. Among the main language groups represented were Punjabi, Hindi, Tamil, Estonian, Serbian, Arabic as well as 23 other language groups. The author monitored over 75 students, in grades 1, 2 and 4. She 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. An appendix presents: (1) Linguistic Profile of the Resource ESL Student Sample (Levels Determined by Board Approved Testing); (2) Vocabulary for Informational Text; (3) The Recall Passages; (4) Results of Student Recall--First Teaching Cycle; (5) Results of Student Recall--Second Teaching Cycle; (6) Results of Vocabulary Awareness--First Teaching Cycle; (7) Results of Vocabulary Awareness--Second Teaching Cycle; and (8) EQAO Results over 3 Years. (Contains 4 footnotes.)