Many intensive advanced English-as-a-Second-Language (ESL) classes become boring for advanced ESL learners because the courses offer little opportunity for them to experience the interplay between language proficiency and background knowledge. The implementation of a sourcebook project can provide a renewing input into the curriculum for advanced learners of ESL. The history of the sourcebook concept is recounted, and the model's applications as both a primary source for a research paper in the advanced ESL composition class and as a basis for exercises and activities in other classes in the curriculum is discussed. Properly planned and executed, the sourcebook project can lead to a situation in which two parallel curriculums exist within the same instructional program: one centered on content and the other on skills development. (Author/DJD)