Discusses seven recent high-quality professional publications that focus on the process approach to the teaching of writing and that discuss it from differing angles. (SR)

Shows how style and usage checkers can be used in writing exercises that encourage a recursive pattern of student revision. Looks at several instructional design ideas that can create "process-centered" revision software that appears heuristic, contextual, and interactive. (RS)

Suggests that peer group instruction is one of the most significant benefits to have emerged from the process approach to writing instruction. Presents a teacher's classroom research on the peer group response method. (ARH)