New voices and perspectives from an increasingly diverse student body challenge educators to reconsider customary ways of seeing and doing the business of teaching writing. This challenge led researchers at Rhode Island College to create an informal writers' group with peers rather than instructors as facilitators. Writers' Informal Network (WIN) began with an informal group of six, all women; they ranged in age from early twenties to middle forties. Along with the writing center directors, the student facilitators, an undergraduate English major, and a graduate student in social work, reflect on the development they witnessed in one student in particular, a 28-year-old returning student with learning disabilities. Through a series of sketches and poems, the graduate facilitator observes in the writing student a realization that her story is something that has happened "to" her, not something that "is" her. Writing filters out the speaker's own negative judgments, her feelings of uniqueness and isolation. The undergraduate facilitator observes that the writing student has discovered she has a voice, that putting words on the page is only the beginning, not the end, and that the process of revision is ongoing. She has moved from journal writing with an audience of one, to writing for a supportive group, to writing for a public audience. (TB)