When the author first started teaching English as a Second Language (ESL) students, she was incredibly naive about the second language acquisition process. One of the first moves she made was to look at the Teachers of English to Speakers of Other Languages (TESOL) goals, and she began to think about the purposes and situations in which her students need to read, write, speak, and listen in English. She gradually drifted into a format that included lots of reading, speaking, and listening, but little writing. She soon realized that her method has not helped her students gain confidence in writing. In this article, she describes how she transformed her teaching process to encourage her students to write.