This paper suggests that it is possible to construct a course that integrates the teaching of composition with the teaching of literature without allowing the secondary goal of heightened literary understanding to overwhelm the primary goal of improved expository writing. It presents a syllabus for a four-week unit on Ernest Hemingway's "The Sun Also Rises" that includes equal numbers of writing and reading assignments. The paper then argues that increasing the number of writing assignments and decreasing the number of reading assignments does not necessarily mean less study of literature but may permit an even greater appreciation for literature because understanding is increased. It also points out that increased writing assignments do not necessarily mean an increased grading load, pointing out that many writing assignments need be graded only enough to persuade students that the assignments have been checked over. (TJ)