A program was developed and implemented for use with college freshmen at a community college in southeast Florida whose entrance examination scores fell below the acceptable range for admission into a regular English classroom. These students lacked an adequate background in basic English language skills, had an insufficient understanding of the writing process, and demonstrated meager self confidence in their writing ability. The goal of the program was to implement a modified writing workshop, using visual stimulus to encourage topic development, drafting, revision, and proofreading as part of the writing process. Objectives were for 80% of the 16 students to increase their scores (1) by 3 points on topic and paragraph coherency tests; (2) by 6 points on drafting and revision tests; (3) by 6 points on proofreading tests; and (4) to increase their writing scores by 2 points (as measured by a scoring rubric); and (5) to show a more positive attitude toward writing. The target group was required to participate in a visually enhanced writing workshop and to produce five completed papers in addition to the course requirements. Objectives 1, 2, and 5 were met with 80% of the target group demonstrating significant improvement; objective 3 resulted in 56% of the group showing improvement, while objective 4 effected a 62.5% increase. In all four English objectives, all students displayed substantial progress. (Contains 7 tables, 6 figures, and 27 references. Appendixes include an instructors' survey and results, review of scores from final papers of 20 students, a scoring rubric, a student attitude survey, a teacher-constructed handout of essay topic suggestions based on the visuals, and a teacher-made drawing.) (Author/NKA)