On the premise that the kind of writing done in business and technical writing classes is a social act, the business and technical writing courses at Auburn University (Alabama) use peer interaction, revision, and audience awareness to help students become aware of and internalize the conventions of writing. Students are required to read each others' writing and write about it, then revise their own work. Students exchange their memoranda, technical instruction, and letters of application and resumes, then write memos to the instructor evaluating their peer's work. More effectively than textbook models, this strategy allows students to see work that is different from their own, and realize the broader range of choices. Revision is implemented as students rewrite and resubmit their letters and resumes, using the in-class memos, comments from teacher-student conferences, and their experiences of reading other students' work. The peer interaction deemphasizes the visual aspects of writing by creating a social context and a sense of the reader or audience. (HTH)