Argues that careful assignment scaffolding combined with substantial training and ample opportunities for peer collaboration can make response groups a highly successful classroom practice. Describes what happened when some inexperienced students participated in peer response groups. Describes revisions that students made in their writing. (TB)

Explains a technique for teaching proofreading to basic writing students that calls forth their inner competence with language and causes them to attend to what is actually written in order to find and correct manuscript errors. (EL)