The document discusses Generation 1.5 students, who immigrate to the US during adolescence and attend American high schools. These students struggle with placement in college writing courses, as they are not fully prepared for mainstream courses but also see ESL courses as remedial. The document recommends improved assessment and support services on campus specifically tailored to Generation 1.5 students, such as advising, placement tests, and writing courses designed for their needs. It also stresses the need for professional development and inclusive pedagogies to help instructors support these students.