A project followed the development of a curriculum of editing assignments used to bridge the gap between Miami-Dade Community College students' passive command of grammatical rules and active use of them in their writing. Assumptions and strategies used in developing the curriculum included: (1) the idea that editing must be seen as a part of the writing process but must not be allowed to constrain fluency; (2) a focus on one type of grammatical error at a time so as to minimize confusion for second-language or second-dialect speakers; and (3) incorporation of errors from actual student writing as examples. After a pilot study in which 95% of the 450 students participating attested to the effectiveness of the editing curriculum, a classroom research project was undertaken. Results indicated that the editing approach promoted grammatical accuracy in writing better than a traditional lecture and grammar drill approach. Implications for teachers and curriculum developers include the fact that editing assignments are not a cure-all for grammar deficiencies but should be used in conjunction with sustained writing practice and reading assignments and that all varieties of English should be presented as useful and appropriate for different contexts. (Two tables of data are included, and one page of references is attached.) (MHC)