The "process option" approach for speech students should be expanded through the development of a learning context in which (1) topic development replaces last minute subject selection through the spoken equivalent of freewriting, (2) the revision process of writing occurs in preparation for delivered speeches, (3) student/teacher interaction maintains a sense of authorship for the student, (4) peer response carries the same importance as teacher response, and (5) the content, form, and nature of the spoken communication is determined by student need, rather than by prescription and formula. Writing pedagogy is shifting dramatically from student-centered instruction toward process-centered instruction, thus effecting a similar change in speech pedagogy, which is usually teacher oriented. Research in process-oriented writing instruction should include essays and responsive commentary on the subtleties of the learning process, rather than relying entirely on statistical data. In addition, the similarities between writing and speaking should be recognized. Some research has been done to establish the theoretical framework for a process centered approach to speech instruction and to explore some specific applications to the discipline of speech pedagogy. (Statistics on communication education and on college composition and communication are included.) (JD)