Using cooperative learning techniques in writing classes requires the instructor to plan carefully and respond spontaneously to the assignment as students work through it. Steps using the techniques successfully include: (1) developing academic objectives for each step in the writing process (i.e., prewriting, drafting, revising, and proofreading and editing) and cooperative objectives to help students work effectively with each other (e.g., using first names, and being positive and encouraging); (2) organizing heterogeneous groups with respect to age, race, and sex--arranging the room to facilitate group work--creating positive interdependence--assigning student jobs (i.e., facilitator, counter, recorder, and checker)--and ensuring individual accountability; (3) monitoring the groups' work to identify problems they are having in completing the assignment and working cooperatively; (4) intervening as necessary to change the direction a group has taken in completing an assignment; and (5) evaluating group and individual work in accordance with pre-determined and previously explained standards. Sample group assignments and a group work evaluation sheet are attached. (JMC)