One proposed model of the writing process describes writing as a dynamic, three dimensional, interactive process. It is dynamic in that it changes in intensity proportionate to the sophistication of the student and the teacher. It is three dimensional and interactive because, similar to the gears within a clock, it is composed of a number of smaller, dependent processes that continuously interact with and support one another. These dependent processes are the teacher, the teacher's responsibilities, the student, and the students' responsibilities, all of whose interactions are facilitated through the assignment. If the instructor's teaching style is affected by positive elements, then the teacher will most likely be effective in implementing the responsibilities of organizing, stimulating, focusing, conferencing, assessing, and diagnosing. Unlike teacher responsibilities, student responsibilities do not represent clearly defined, distinct stages but encompass rehearsing, drafting, evaluating, revising, editing, producing, and presenting. The last major component in the writing process model is the assignment, the communicative link between teacher expectations and student performance. When students know the objectives, receive direct instruction concerning the objectives, understand how the assignment will be evaluated, and have the prerequisite skills to handle the new challenge, teachers can expect positive results. (HOD)