This paper describes the basic features of a collaborative writing exercise used to help 40 English-as-a-Foreign-Language (EFL) students write reader-based prose. It presents an actual study that examined the use of collaborative writing to help students draft reader-based prose in intermediate and advanced EFL composition classes at the graduate-level International Trade Institute in Taiwan. Using a student-centered, competitive, simulation exercise called "Personnel," students had to simulate selecting a store manager using argumentative, written, reader-based prose in memo format. By the end of the exercise, students understood more deeply the advantages and disadvantages of choice in the written word when that word had to be understood by others. Overall, the task motivated students to learn from one another and to value interaction with peers as much as they valued teacher feedback. Post-game surveys indicated that students enjoyed the exercise and respected their peers' input. (Contains 11 references.) (NAV)