Timed writing exercises used at the University of the Ryukyus (Japan) to help alleviate common problems in English second language writing are described. It is proposed that Japanese students have difficulty writing in English because of early training in the grammar-translation method, a lack of communication skills, the overuse of bilingual dictionaries, the passive acceptance of and extreme dependence on teacher instruction, and inert classroom behavior. It is argued that exercises requiring more rapid writing are effective because they encourage novice writers to overcome their writer's block and consider content over form, give much-needed opportunities to write, promote thinking in English, increase confidence, and prepare students for later writing tests. The exercises discussed follow six steps: (1) selection of a familiar, two-sided issue; (2) small group discussion; (3) teacher facilitation; (4) brief thought period; (5) 7-10 minutes of concentrated writing; and (6) evaluation for style, content, and structural accuracy. Suggested activities include explanation of statistical data from newspapers or magazines, use of pictures and diagrams for topics, and interpretation of short articles on familiar topics. Criteria for evaluating writing exercises are offered, and problems encountered with the technique are examined. Student responses to the approach and research needs are also discussed. (26 references) (MSE)