This paper describes the process of "contemplation writing" for one urban sixth-grade class. The paper describes the daily give-and-take between teacher and students, relates the way in which the teacher instructed his students about how to concentrate and observe before the writing process actually began, discusses the writings that they produced, and elaborates on the success of the writing project. "Contemplation Writing" helps to decrease classroom tension and motivate students to read. It also helps the teacher become more spontaneous, a better listener, and a better discussion leader. (NKA)