My experience working with first year writers in courses designed to teach critical thinking and composition has introduced me to a mass of young adults who are anxious when it comes to effective written communication in a college classroom. Not only are they troubled about how to write to an audience of college professors, but they are also intimidated by having to do so. Self-conscious of themselves as writers, they often forget that they are indeed writing, and communicating effectively through that writing, all the time. I believe that it is not only possible, but also highly effective, to begin teaching the writing process by directing students to their secondary, non-academic, writing.