Although it is a well-known fact that students' preferred learning styles vary, many instructors teach in the way that reflects their own learning style preferences despite the fact that mismatches in teacher-learner styles may result in lower student achievement. In a traditional ESL or EAP writing class, students who prefer to learn by reading and writing may be privileged over those who have a visual, auditory, or kinesthetic style preference. In this article, I describe a variety of prewriting tasks that appeal to diverse learners and complement a process-oriented approach to writing. (Contains 1 table.)