Writing about topics that students have read enables them to visualize comprehension. It also helps readers frame and focus their understanding (Graham & Hebert, 2010). This research highlights the year one results of a two-year factor analysis project to ascertain opinions of focused reading sessions within Japanese university classrooms. The research will outline students initial feelings toward focused reading sessions, and how these changed at key points throughout the semester when combined with connected writing sessions and comprehension activities. It will also indicate how such short sessions could benefit inclusion within syllabi to stimulate improvement of both skills.