An English teacher at Hokkaido International School, Japan, guided his students through the writing process of thinking up ideas for writing topics and developing and revising those ideas into competent works. The class was composed of seven non-native speakers (in grades nine through twelve) who tried to achieve fluency in English within the context of an English literature class. The teacher motivated students by: (1) making it known specifically what kind of written assignments would be required; (2) reminding the students that they did not have to start at the beginning when they wrote; and (3) inviting students' thoughts and complaints in class discussion. Students read books, short stories, essays, and poems, and watched video taped movies with the theme of man's search for self identity and nobility. The teacher repeatedly communicated to the class that he was engaging them in the type of analytical discussions encountered in graduate school. Classroom discussions served as brainstorming sessions, prewriting, and revising. Due dates for writing assignments were flexible. Students' papers were read out loud sentence by sentence, with teacher and students discussing in a conversational tone the merits or weaknesses of the sentences. Final examinations indicated that every student demonstrated recall of the entire year's study. Several of the students became exchange students in the United States, and one wrote the teacher a letter which demonstrated developed powers of observation, analysis, description, and retention. (The students's letter is attached.) (RS)