A cooperative writing workshop that attempts to engage first-term college freshmen in a variety of genuine writing problems by stressing the class as audience, the use of daily journals, feedback from small group discussions, and frequent revision is described in the first part of this document. The remainder of the paper presents a case study of one student's progress and the contribution of group discussion to his writing process. After first explaining that data were gathered through recording student meetings and teacher student conferences as well as from reviewing writing folders and student protocols, this section of the paper contains some of the student's actual journal entries and revisions from one of his semester projects. (JL)