A study followed ten limited-English-proficient (LEP) community college students who were taught English largely using a cooperative learning approach. For four months, the students worked together using brainstorming techniques and collaborative reading and writing tasks. Task emphasis was on development of thinking skills through collaboration in whole group and pair situations. Results indicate that the cooperative learning approach improved the students' English writing skills. Eight passed the College Writing Assessment Test, and all expressed the feeling that they had improved their writing skills and viewed writing as a mode of learning. (Contains 21 references.) (MSE)