In many adult literacy programs around the country, instruction emphasizes reading, but equal time is not given to the development of writing skills. Adult students are often reluctant to expose the difficulties they have with writing, difficulties which will be painfully apparent when they do write. With students who are reluctant to write, instructors may back of and let writing skills slide. It's not just students who fear being incorrect--instructors and program staff may worry about their own spelling and grammar skills. This nervousness leads them to demand security--a grammar book, for example. While grammar books have their place in instruction, they do not foster the high-level thinking and insights that are often part of the Writer to Writer Challenge (WTW). This article describes the WTW Challenge, which provides a structure that supports joint reading and writing instruction and uses texts students have found meaningful and important. (Contains 2 endnotes.)