In this article, the author describes how he had revised his course expectations and English teaching methods in Room 109 at Mountain Valley High School in Rumford, Maine, with support from the writing center staff. He instituted thematic portfolios, self-selected reading with a wide range of projects in response to that reading, periodic student reflections, and daily journal entries. With the writing center available to his students, he did not have to attempt to carry on individual conversations about individual papers with 120 student writers and their 1,800 drafts. Several new features of his classroom approach and their school organization supported the increase of reading, writing, project development, large and small discussions, wide-ranging presentations, and extensive response/feedback system. Some of those features included the move to an A/B block schedule with ninety-minute periods, the creation of an extensive library in Room 109, his shift to constructivist pedagogy (where teachers "encourage and accept student autonomy"), and the development of a student-staffed writing center. (Contains 1 figure.)