In Oliveira and Silva’s book, L2 Writing in Secondary Classrooms, the ever-present problem of adolescent second language (L2) writers is put on the radar for discussion. They state that while about ten percent of K-12 students are considered English language learners, there hasn’t been enough focus on how best to address the issues when it comes to teaching students, specifically high school students, how to write in English. They argue that these students spend most of their time focusing on other skills that the school deems more important than teaching writing in English. Furthermore, they assert that many of the teachers faced with such students don’t know how to properly address their needs. As a result, many of these students are falling through the cracks of the education system and are ill prepared to further their education at the college level. Oliveira and Silva bring three different examples of L2 high-school students and show how they each have different and complex experiences in their pursuit of education. One such example is of Diego, a U.S. born student who moved to Mexico early in his life and then returned back to the U.S., who excels in his classes and greatly improves his English writing abilities that he earns a scholarship to a state university. Yet he ends up failing his remedial English courses and is told by his professor that his A-paper from high school is actually a D-paper. This is only one such example of the few millions of L2 speakers that struggle with their ability to write in English. Oliveira and Silva also believe that giving students basic knowledge of the steps and moves of an argumentative essay, it can greatly improve their ability to write in an academic settings. Lastly they focus on best how to prepare educators to give the most to their students and allow them to overcome the language barrier and achieve their highest potential.