Error analysis can provide teachers with a foundation for creating practical writing experiences for students and can allow the teacher to examine errors for linguistic features appropriate and inappropriate to the social context of writing. Teachers tend to call for a finished, error-free product, a polished final paper instead of using error analysis to discover possible patterns of error. Process-oriented writing programs involve a series of small interactive steps between teacher and student in which organization, logical thinking, and syntactic maturity are some of the subgoals in the task of writing effectively. General studies in error analysis report frequency and kind of error while specific studies look more to teaching implications. One model for using error analysis in the teaching process translates student errors into positive teaching points and then puts each teaching point through a sequence of writing tasks in order to produce modular instruction around each point. (A graphic illustration of the model is included in the paper.) (TJ)