Although workshops and a study by the English Department of the University of Montevallo (Alabama) led to the conclusions that writing should be taught from a process model and that writing consciousness needed to be raised throughout the curriculum, these conclusions did not adequately address several issues: (1) process is a teaching philosophy, not just a teaching method; (2) deciding to teach process does not explain how process will actually be taught; (3) to be effective, the process method must be reinforced in other courses; and (4) the term "process" may itself be an oversimplification of the many complex processes involved in reading and writing. In order to follow up and clarify its previous findings, the English department needs to engage in professional reading on the writing process, to explore ways to help freshman composition students see writing as a means of learning in all their courses, to pay the expenses of a faculty member from the Beaver College NEH (National Endowment for the Humanities) Institute to come to the university to show how principles can be transformed into practice, and to consider the possibilities of more research in composition. To fulfill its obligations to the larger community, the English Department should train teachers, provide leadership in the university for using writing in other disciplines, and establish closer ties with local secondary school writing teachers. (JL)