In order to understand why the peer editing groups of freshman collaborative writing classes often fail, an investigation of the collaborative processes of basic and experienced writers was carried out at the University of Missouri (Kansas City). Observation of two freshman composition classes (both containing basic and advanced writers) revealed that peer response groups often focus on the wrong part of the writing process--editing. Basic writers in the classes, as well as some of the experienced writers, were deficient in critical reading skills, and were not able to read their peers' texts critically. In addition, while for the proficient writers reflective dialogue on assigned readings provided the basis for competent analytical writing, basic writers usually held unproductive conversations about the reading. It was also found that in order for students to progress, they need to practice reading, interpreting, and responding to professional writing before they can respond to peer writing. On the basis of the classroom observations, a four step sequence of collaborative writing instruction, which promotes development of critical reading and analytical writing skills through peer and teacher modeling, was developed: (1) a class-wide, teacher-led discussion on a reading of interest to students; (2) small group discussion of the reading; (3) a collaborative writing assignment, which students complete in small groups; and (4) individual writing assignments. (Five references and a handout describing the four-step sequence of instruction are included.) (ARH)