It is proposed that a major obstacle for intermediate-level learners of English as a Second Language is the transition from thinking in the native language to thinking in English, that this transition must be made before proceeding from the intermediate level, and that it should begin as early as possible in language training. Early in-class writing assignments such as summarizing an article, debating a topic, solving a problem, or answering a thought-provoking question in writing can uncover students' thinking ability in English. Analysis of these can help identify students whose words and sentences are clearly translations from their first language or whose thoughts are vague, scattered, irrelevant, or confused, all indications that the student has not made the transition to English thought. A technique for facilitating transition, once need is determined, involves having the class free-write for 10 minutes, expressing themselves as quickly as possible in English without concern for errors or conventions. Before the next meeting, the teacher makes corrections without evaluation, and comments on content. Students rewrite the passage with the translation given by the teacher immediately. The free write/translate method has been found effective in enabling students to think in English, and is useful for individualizing instruction of students with different first languages. (MSE)