The New York Public Library Centers for Reading and Writing developed a Saturday writing class for adult literacy students. The class design also provided an opportunity to train volunteers and professional teachers in this model of writing instruction. One project goal was to formulate suggestions for others setting up such courses, which follow. The writing workshop/course should be adapted to be context specific. Its design should be consistent with the overall goals of the program. Two important considerations are the level of the students to whom priority will be given and students who can be helped. Sufficient time should be allocated for recruitment of the teaching team, students, and tutors/teachers. An intake procedure should be planned that provides students the opportunity to meet each other and the instructors and to identify the kinds of writing they are working on and the kinds they would like to learn. An atmosphere should be fostered in which teachers can plan the course organization in a way that makes sense to them and is consistent with the program's instructional philosophy. The instructional approaches should be consistent with the overall program philosophy and goals. Both ongoing and final assessment should be built into the educational program. The plan for the tutor/teacher participants should include concerns expressed by the group and wide experience in writing, discussion, and reading. Program improvements include additional recruitment efforts and investigation of the writing process of adult literacy students. (YLB)