In an attempt to improve students' writing abilities in English, a free-writing course was set for the second-year students in a general public high school in Hakodate. The class took place once a week for the duration of the academic year 2006. Each homeroom was divided into two groups consisting of approximately 20 students each. One ALT taught one group, and one JTE the other. The following week, the JTE taught the ALT's former group, and vice versa. This system of weekly alternation continued throughout the year. In the first lesson of each topic, the students were asked to write on a topic after a short pre-writing activity conducted by the ALT. The following week, they revised their first draft based on the ALT's feedback and the JTE gave some advice and comments on their revised work. Altogether, the students tackled 16 topics and received written and oral feedback from both instructors. This report intends to suggest an example of how a free-writing course should be set and how the instructors could support the students in the class. Through this one-year experience and some informal input from the students, the JTE would also propose a possible instructional model for a better free-writing course.

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