This document describes a procedure designed to enhance the effectiveness of teaching in intermediate and advanced English as a second language (ESL) classes. The procedure consists of letting students express themselves in writing in their native language (whether French, Spanish, German, Portuguese, or Italian) and having the same students the next day translate their own ideas into correct English. The teacher corrects any glaring errors. This gives the teacher an awareness of actual problems of students who are no longer at the beginning level. The teacher constructs inexpensive programmed learning exercises that permit students to practice the correct version. Although additional work is required of the teacher, the advantages of this procedure and the resulting products are that: (1) each student gets involved in the diagnosis and correction of challenging and interesting ESL problems; (2) a positive approach is taken, which permits learners to produce something that will help them and others communicate on a level that more nearly reflects the actual maturity of the group. Samples of the products resulting from the procedure are provided. (Author/CLK)