Many times the problems of ESL students are not with writing or thinking, but are more cultural in terms of modes and patterns of thinking. ESL students’ weaknesses can be related, in many cases, to differences in cultural communication norms and expectations. Some languages, for example, are more reader-responsible than English. The Japanese language is an example. In Japanese, says Muriel Harris, “Transition statements do exist…but…[they are characterized] as more subtle and requiring a more active role on the reader’s part, since it is the reader’s responsibility to create bridges” (92). For the Japanese writer, “the lack of clear explicit meaning may be a style associated with intelligence and sensitivity” (Leki 97). In such languages, 

there is greater tolerance for ambiguity and imprecision of statement. While English-speaking writers go through draft after draft in order to produce a clear final product, Japanese authors frequently compose exactly one draft, which becomes the finished product. (Harris 92)

It is important to be aware that the conventions of an ESL writer’s language can vary drastically from what English speakers consider correct and effective.