The purpose of the monograph described in this thesis is to give teachers methods and a theoretical base for experimenting with the teaching of writing in a laboratory classroom situation at the junior college level. The course, which can be taken by two or more people independently, or with an instructor, provides the opportunity for participants to experiment with theories and methods they have learned. The course also includes ways for participants to generate and criticize standards for evaluating the writing process. The benefits of the writing laboratory include flexibility in terms of helping individual students meet specific goals in writing, separation of the act of writing from the evaluation of the finished product, and experimentation that allows for never-ending possibilities for growth. (Author/RB)