A study was conducted to determine whether the use of voice as defined by writing theorists is essential to producing good student writing and whether peer interaction would help students gain a greater sense of voice in their writing. Forty-two high school juniors were divided into two clusters: a peer interaction group and a teacher-centered group. Two writing assignments were given during the 6-week period, and six types of assessment determined the quality of writing: (1) holistic scoring for quality, (2) holistic scoring for voice, (3) rating voice for essays parsed by T-unit, (4) counting the number of writing convention errors, (5) counting the number of spelling errors, and (6) assigning a handwriting legibility score on a 4-1 scale. The results showed that the quality of writing differed significantly between the two groups. The correlation procedure indicated a significant relationship between writing graded for quality and writing graded for voice when papers from both clusters were grouped together. There was also a significant relationship between quality writing and voiced writing when peer group papers were evaluated by group members, but there was no relationship between quality writing and voiced writing when writing from the teacher-centered cluster was evaluated by members of the group. The peer interaction group made fewer errors on their final papers and demonstrated better handwriting. The results suggest that teachers should study the elements of voice in writing and develop peer interaction lessons to teach it. (HTH)