Process methods of teaching writing have become popular at all levels of schooling in recent years. The main features of such methods are to allow students to write rough drafts, to mull things over, to pick their own topics, to do a large portion of their own correction, to discuss their work in 'conferences' and to publish finished pieces to be read by other students. The chief rationale given for this is that it is the natural process of writing and follows the methods used by adult writers.1