The writing course described in this paper is designed to utilize the existing listening, reading, and speaking skills of educationally disadvantaged students to teach writing skills on the college level. The paper discusses the rationale of the course, describes the content briefly, outlines the language skills employed in a typical week's agenda, and provides four examples of formal and informal means of measuring skill development. A diagram illustrating the progressive difficulty of language skills, a student-rate graph and diagnostic chart, an oral competency evaluation form, and a class book list are included. (MAI)