Background: Despite years of intense criticism of contrastive (intercultural) rhetoric, theoretical debate, and controversy, there has been a recent resurgence in the number of high quality pedagogical studies concerning the teaching of intercultural rhetoric in university writing classes for East-Asian (Chinese, Japanese, and Korean) writers. Aims: This article seeks to link theory to practice, synthesize the best methods and techniques from the aforementioned recent studies and begin a "how to" discussion for ESL / EFL writing instructors. Literature Review: Recent research suggests techniques such as (1) students as ethnographers, (2) e-learning, (3) use of students' L1, and (4) teacher conferencing and peer response can enhance intercultural rhetoric and second language writing instruction as a result. The "How To"...Classroom Implementation: The researcher discusses the aforementioned research-based techniques introduced in the literature review section and makes practical and specific suggestions for implementing them in writing classrooms. Conclusion: A number of recent studies in East-Asia in particular (China, Japan, and Korea), have pointed to a pedagogically practical resurgence of intercultural rhetoric.