To determine students' different but equally valid ways of dealing with the composing process, a college instructor developed a questionnaire assessing personality styles. The questionnaire distinguishes between (1) approaches to the writing process, (2) preferences for types of instruction, (3) preferences for types of writing and organizational patterns, and (4) different approaches to the writing task. Information from the questionnaire allows the instructor to tailor the classroom environment and assignments to accommodate these differences and maximize student progress. The information also helps the instructor to devise peer groups composed of students with complementary composing styles. The peer groups meet during class time for prewriting activities, collaborative writing, or writing evaluation. A peer response questionnaire has also been developed to encourage students to use their natural inclinations to review papers by peers with different inclinations. (Copies of the personality style and peer response questionnaires are included.) (HTH)