Students at all levels of literacy learning can express their ideas in print. Teachers working with student writers have found that the attempt to express, organize, and understand personal experience is also a powerful language learning device. When students publish their writings, they can see their own thoughts and concerns, and those of others like them, represented and validated in print. Many literacy programs compile student writings into booklets, newsletters, or magazines both for in-house distribution and for external audiences. When adult learners publish for outside audiences, they are motivated to produce interesting and clearly-written texts and gain self-esteem. When students serve on editorial boards to categorize, select, edit, and prepare pieces for publication, they have opportunities to identify and reflect on good writing. The readers of learner-produced materials benefit from the simplicity of text and topic, are inspired to write, and are provided with an inexpensive source of needed reading material. A successful writing program for limited-English-proficient adult literacy learners requires a process approach to writing, conversation as an essential part of the process, personal experience and the community as resources for material, and a well-developed publication system. A list of student-published materials is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)