This paper outlines the 4-tiered evaluation and classroom practices of one English-as-a-Second-Language (ESL) teacher related to writing abilities that involve the use of audiocassettes that integrate writing, reading, speaking, and listening from pre-writing to teacher evaluation and student remediation. Daily instruction includes writing, reading, speaking, and listening cognates; this provides students with sequential, consistent, formative feedback. This feedback is presented in the same way that students are instructed, thus it reinforces the relationship between teacher expectation and student achievement. Every writing assignment includes an audio cassette of the student reading the assignment. Evaluation is based on the audiocassette reading and the writing. Feedback is given on the paper, by return cassette comment recording, and by a corrected, teacher reading of the written paper; some corrections are noted on the teacher reading that were not noted on the paper copy. Objectives, disadvantages, and advantages of the system are listed separately. (Contains 4 references.) (NAV)