Use of the writing workshop format to introduce creative writing in English-as-a-Second-Language (ESL) classes is discussed. The reasons for including creative writing and using the writing workshop format are outlined, and the author's experience using this format in three very different teaching situations (basic ESL writing, academic ESL, and basic communication for native English-speakers) is summarized, noting the student attitudes, use of rhetorical and thematic choice, drafting practices, and grading associated with teaching each group. Essential elements of the writing workshop are then discussed, including the nature and extent of teacher control of assignments, the variety of classroom activities, and classroom interaction. Factors to consider in adapting the workshop format to different teaching situations are examined, including selection of teaching models, course coverage, selection of language styles and organization, attention given to teaching and writing processes, use of teacher-student writing conferences, techniques such as writing buddies and peer editing, selection of writing assignments, and evaluation methods and criteria. Contains 12 references. (MSE)