Students in UAE Model Schools exhibit poor writing skills. Samples of some of the essays they came up with bear clear evidence of the problems they have with writing in particular and place them at an increased risk for literacy failure. The data I gathered by means of questionnaires and interviews with teachers and students alike suggest that the problem is the result of some wrong teaching practices and ineffective pedagogies. Students have always been taught to memorize model paragraphs written by their teachers. Such a practice has encouraged them to use the part of their mind that copies but never the part that creates (Larsen-Freeman, 2000). Given the seriousness of the problem, immediate intervention to address the issue has become more of a necessity than a luxury if we want our students to demonstrate better writing performance. After having consulted literature review and gained a fertile understanding of the topic, I have devised an intervention learning plan in an attempt to develop my students' writing skill. Working under the assumption that the writing process is a good technique to enhance students' writing, I will draw heavily on this process-oriented approach to address the issue of poor writing skills among students in UAE Model Schools. The plan is supposed to span over a three-year period, starting with tenth-graders this year, eleventh-graders next year, and finally twelfth-graders the year after. I am every hopeful that the professional plan I have devised will produce the desired outcomes. The evaluation phase will be dealt with in my second assignment. (Contains 12 figures.)