Presented in this report are the results of a three-year case study designed (1) to document what happened in the classrooms of 10 teachers who were trained in a process approach to the teaching of writing, and (2) to provide those teachers with occasions to deepen their understanding of the process approach, by collaborating with them in the documentation of classroom practices and by assisting them in conducting small-scale basic research studies in their classrooms. The first part of the report describes the project as a whole, covering such topics as project objectives, the research site, the writing process orientation, the teachers, data collection methods, and research results. The second part contains supporting documents that include the following: 15 articles written by the teachers on classroom theory and practice, 3 of which are case studies; 5 articles written by the researchers for publication; 3 papers delivered at conferences; a list of conferences attended by study participants; and handouts from some of their presentations. (HOD)