The term “interlanguage” is generally used in connection with the performance of second language learners in naturalistic learning situations, that is, outside the classroom and in situations where message CONTENT rather than message FORM is in focus. This is a reflection of the generally healthy separation that has taken place between investigations into learning and research into teaching or instruction. It remains true, however, that teaching methods and techniques can hardly be formulated without taking into account our current knowledge of what goes on or what seems to go on in learning. This, of course, has to be done with all due caution, that is, with a full appreciation of the limited nature of this current knowledge (Tarone et al. 1976). Seeing teaching from a learner's point of view is, in itself, a desirable attitude and one which is likely to be fostered if one searches through the literature on acquisition for possible insights, pointers, and even techniques of relevance to language instruction. Over the past four years, instructional techniques for teaching writing to advanced learners of English as a foreign language have been developed at the English Department, Utrecht University. These techniques are directly inspired by research into learning and have in turn proved to be of value for such research even though their primary aim is instructional. This paper will concentrate on the instructional aspects.