Research suggests that culturally distinctive first-language rhetorical patterns influence second language composing skills. Frequently, however, these patterns have never been taught formally and are not refined, leaving first-language composing largely underdeveloped. Teaching second language learners to compose often requires attending to the students' cognitive development as well as their linguistic training. Writing instruction must extend well beyond the realm of rote grammar practice or the mechanical manipulation of prescribed rhetorical models to include ways of generating thoughts, analysis of these ideas into coherent sets, and experience using diverse modes to communicate this thinking with others. The method for teaching writing to Japanese students learning advanced English as a Second Language at the University of Pittsburgh's program in Japan reflects this approach. The students, united by a common interest in studying business administration in the United States, study business-specific topics, discuss them in class, and write two-page essays based on their readings, summarizing the article read and reacting to it. This type of assignment provides practice in organization and in separation of fact from opinion, and accommodates varying levels of language proficiency and writing styles. Students are guided to use appropriate strategies and formats, and receive written and oral feedback. (MSE)