Teacher evaluation of student writing usually focuses on errors or inadequacies of the written product. One method of changing teacher attitudes is to conduct a writing workshop for department chairpersons to show the benefits and share the techniques of making writing an integral part of their particular disciplines. Such a workshop must address four areas of concern. First, there is currently a shift of emphasis from product to process in writing, and establishing a supportive climate of understanding and trust is necessary for success of in-class writing. Teachers must be eclectic in choosing techniques they can use comfortably and consistently with their students. Second, small group collaboration is useful in clarifying writing assignments. Students assume responsibility for their own learning while the teacher facilitates learning by observing and directing rather than explaining. Third, there is a place for a good grammar handbook when students edit their writing or when the teacher wishes to review a concept that is relevant to the writing at the moment. Teaching grammar in isolation, however, is not productive. And fourth, it is wise for teachers to be tolerant of dialect variations of students in urban classes, while conveying the importance of standard language to an audience. Teachers should consider the language experience approach when structuring and implementing learning activities for inexperienced writers. (HTH)