A discussion of second language writing instruction illustrates how writing activities can be incorporated into regular classroom activities and outlines strategies for providing purpose, feedback, and assessment while integrating language skills and culture. Three stages in the writing process are identified: (1) recycling previous information and background knowledge to generate ideas; (2) reformulation of ideas generated in the first stage into a first and successive drafts, including editing and peer evaluation; and (3) reevaluation, by the teacher, of the final draft. Practical classroom techniques corresponding to each of the three stages are then offered. The first group is intended to help the teacher establish a purpose for the writing exercise; the second group helps in providing appropriate and clear feedback to students, either during peer editing and revision or in teacher evaluation; and the third group addresses evaluation of the final copy. Suggestions for grading are included. Appended materials include: guidelines for scoring composition content, organization, vocabulary, language use, and mechanics; suggestions for teaching students how to evaluate others' work; and a composition marking guide. Contains 29 references. (MSE)