Through classroom observation and examination of literature on adult learning, second language teachers can learn to adapt teaching styles to adult needs. Research on maturation suggests that in course planning and teaching, adults should be included in formulating learning objectives and designing learning experiences, taught to exploit their own experiences as resources for learning, and helped to apply new learning to their experiences. When adult language learners indicate writing as a goal, teachers should accommodate them. Modeling strategies used in English writing workshops can establish a conducive climate to help minimize linguistic problems. Pre-writing techniques such as list-making and oral brainstorming are appropriate for beginning second language learning. After the initial period of invention, focus turns to correction and revision. In-class writing tasks with the teacher providing brief, spontaneous conferences provide individualized and immediate feedback. The technique of focus correction encourages the instructor to focus on specific writing problems rather than noting all errors in a written piece. In addition, instruction should deemphasize processing of large amounts of new information and emphasize tasks requiring integration, interpretation, and application of knowledge. In their eagerness to express themselves and gain mastery, adult learners challenge themselves to promote effective experiences. A 32-item bibliography is included. (MSE)