Several sections of a regular College Writing 1 class at Slippery Rock University in Pennsylvania are comprised of a fairly equal number of native and nonnative speakers of English (advanced international students). This diverse writers' community engages throughout the 15-week fall semester in a workshop approach to writing development, following the procedure outlined by A. R. Gere and R. D. Abbott. In this procedure, groups of three or four writers share work in progress according to the following guidelines: the first writer reads aloud his or her selection twice, neither commenting nor apologizing for the writing. Other group members write responses to the text following the initial reading and during the second. The first response is a general impression summarizing the text's meaning. The second focuses on the language of the text, especially noting what listeners like and dislike. Oral discussion follows as these notes are shared. Such a procedure allows the writer to see and hear the text in a writing community and to receive useful suggestions for possible revisions. Audiotapes of these writing groups enable teachers to hear how such arrangements work. The quantity of talk in such student-centered activity offers second language students a "rich bath" of language and encourages native and nonnative speakers alike to use and develop their communicative performance. (SR)