A magazine writer and university instructor used interview samples, editors' comments, and other materials from his own article-then-in-progress for the "New York Times Magazine" in a university-level class in magazine writing. Students, who were creating their own in-depth magazine articles, could see the same principles and techniques discussed in class in relation to their work applied at a professional level. This improved understanding and motivation and clarified the relevance of the course's rigorous expectations. By examining the instructor's magazine article as it evolved, classroom discussion stressed the writing process, reflecting reported trends in composition education and similar approaches reported in journalism education. The instructor's experiences provide a framework and encouragement for other teachers to bring more of themselves and their work into the classroom. (Author/RS)