Summary: Throughout the Arabian Gulf and beyond, higher education students face the challenge of learning to write academic essays in English though possessing limited ability in the language. Scaffolding writing techniques provide support for them as they learn about essay structure while working within their Zone of Proximal Development (i.e. in the metaphorical space between what learners can accomplish unassisted and what they cannot do on their own). This chapter discusses the results of classroom research on how scaffolding writing instruction in English affected tertiary student writing outcomes in the Sultanate of Oman. Instructional techniques used in the study, which include aspects of the Hammond and Gibbons (2005) macro and micro ESL scaffolding model, as well as modeling and collaborative writing, are discussed in detail. The results of the study found that using scaffolding writing techniques revived students' forgotten knowledge of essay structure during approximately ten hours of instruction. In addition, data showed that students favored this instructional strategy.