The experiment reported on in this article is an attempt to cope satisfactorily with the problem of introducing writing in an elementary second language course. In the beginners' course set up at the C.R.A.P.E.L., the decision was made not to "introduce" the written language but to enable the learners, from the beginning of the course, to write and read the language they were learning to understand and speak. This would not only facilitate learning, by providing a visual representation of all oral language acquired; it would also foster the kind of positive and dynamic attitude towards learning that is required if the learner is to engage in individual learning during and after the course. It was also decided to use a system of transcription that would be suited to the purposes and uses to which writing was to be put in the course and would also prepare the learner for an eventual later change in objectives towards the study of written English. The experiment carried out in 1975-76 showed that the procedure does indeed facilitate learning without introducing additional difficulties and that it also has the expected effect on learning attitudes. (Author/CLK)