This paper presents a cyclical framework of teaching procedures for a comprehensive English-as-a-Foreign Language writing program. It begins by providing examples of Greek students' writing and identifying common programs. Next, it outlines two aspects of good writing: product (language, layout and organization, relevance to the task, regard for the reader, and clarity) and process (task/title analysis, planning, writing the first draft, evaluating and improving the first draft, and language problems versus writing problems). Finally, it presents the four-part framework for teaching writing skills, which includes the following: awareness raising, support, practice, and feedback. It outlines the four components and presents specific procedures and materials for each stage of the cycle. The framework takes into account four ideas: what is taught is not necessarily what is learned; recycling is essential for learning; learners need to be actively involved in the learning process; and the more individualized the teaching, the more effective it is. (SM)