An intensive college English Literature course provided a special learning opportunity through its innovative reading and writing assignments. From the beginning, students learned by individually selecting, finding, and reading texts and writing descriptive reports intended for class sharing and interaction. The final project involved a formal essay synthesizing learning across the semester, and these essays were posted on a class Web site. By organizing student writing in this manner, the following kinds of learning are likely to occur: (1) student understanding of explicitly defined course subject matter will be deepened; (2) students will gain understanding of the creation, preservation, and exchange of knowledge; (3) student writing and reading will improve; and (4) student familiarity and comfort with computers and networks will deepen. Such course organization creates a situation in which writing serves social and intellectual purposes and the personal and developmental needs of students. (EF)