An educator participating in a community college Puente class as both participant and observer analyzes the structure and experience of one writing assignment representative of the program's objectives. The Puente program combines teaching, counseling, and mentoring to California community college students as a means of promoting learning, academic persistence, and transfer to 4-year colleges among Mexican American students. Each student is paired with a mentor, a Mexican American community leader who is a college graduate, usually on the basis of the student's current occupational interest. One writing assignment is to report on the mentor experience, which includes a group breakfast and interview to be used as the basis for the paper. Analysis (with examples) of other students' writing revealed common features such as narrative about experiences shared by all students (classroom preparation, breakfast, telephone calls, interview), use of sensory details, and inclusion of personal feelings and impressions. It is concluded that in the Puente program, the relationship between program goals and text forms is emphasized, and writing assignments serve multiple purposes. In this case, the personal narrative both validates the past and helps students envision the future. Appended notes explain the Puente program. (MSE)