This study explored the educational connection between speaking and writing as expressive communication skills mediated by the spoken and written languages, repectively, using the concept of “speaking onto the page” and “writing like one says.” “Speaking onto the page,” proposed by Elbow (2012), refers to an activity that allows learners to naturally tell what they want to express, regardless of the formality and grammatical accuracy of written text; which can help struggling writers to effortlessly participate in the early explanatory and drafting stages of writing. On the other hand, “writing like one says,” which was proposed based on self-regulated learning (SRL) theories, refers to an activity that establishes a structured framework of thinking, which spontaneously generates contents that satisfy task-centered goals and helps to interact with the audience considering relation-centered goals; which can be helpful to struggling speakers who discursively express rich ideas. This study is significant in that it utilizes more familiar communication skills as learning resources for less familiar communication skills through simultaneous integration between separate mental gears.