A study investigated whether there was a positive relationship between collaborative learning techniques and the improvement of writing skills of college freshmen over a single semester. Two English Composition II classes of approximately 20 student each were randomly selected for the study. Over the course of one semester, one class received training in collaborative learning techniques, and classes were conducted using such techniques, including peer criticism, collaborative group work, "read aloud" exercises, and paired interview activities. The other class received traditional instruction consisting of lectures, large-group discussions, and individual conferences. Results showed that, while there was no significant difference in the pretest mean scores of the two groups, students trained in collaborative learning techniques scored significantly higher on the posttest, thus confirming the positive relationship between those techniques and the improvement of writing skills. (Two tables of data are included and 17 references are attached.) (SR)