An approach to teaching English writing to Japanese high school students that focuses on writing for communication is described. First, communicative writing is defined. Next, a central concern of writing in Japan, the notion of audience, is discussed and two ways of categorizing audiences (real vs. imagined and "safe" vs. "dangerous") are examined. Specific writing activities to address each kind of audience are then outlined. Teachers are advised to have students address a specific audience in an imagined situation first, then for a real audience such as other students or publics. The exercises are built on a specified task such as introducing oneself to a stranger, gathering information, or writing signs. Cultural differences that affect the writer-audience relationship are considered briefly, and writing techniques for establishing a dynamic interchange with the audience are explored, including those that integrate skills (writing and reading, writing and speaking/listening), use revision by either peers or teacher, and actually sending the communication to the audience, by mail or electronic transfer. Information concerning an intercultural electronic mail connection is appended. Contains 33 references. (MSE)