ABSTRACT
Treating wntmg as a process skill that can be developed-not simply as an outcome-related task-is a dominant theme in contemporary pedagogy on collegelevel writing (e.g., Elbow & Belanoff, 1989a, 1989b; Nodine , 1990). 1 (Dunn, 1994) suggested a variety of ways that writing techniques can be incorporated into psychology classes. In this article, I apply collaborative writing and peer review in Statistics and Research Methods of Psychological Inquiry (PS 210). I also discuss student reactions to these techniques and recommend ways to refine their use in the future .
