A description is provided of the use of a group process approach to the Freshman English research paper at El Paso Community College. After highlighting problems associated with traditional approaches to freshman research papers, an overview of the group process approach is provided, along with warnings for instructors who might view the approach as a way to reduce their grading load and a rationale for the approach based on its appropriateness to the learning styles of community college students. Next, the model is described in terms of three stages in the writing process: (1) the pre-writing stage, involving topic selection by students; group formation based on results of assessment of writing skills and personality types; discussions of the rationale for the group approach, group dynamics, group learning theories, and methods of resolving problems within the group; and preliminary readings; (2) the writing stage, which involves the formulation of the thesis statement, construction of the working outline, writing of an assigned section of the paper by each student; and (3) the postwriting stage, which involves peer editing of rough drafts and grading based on assessment of the paper as a whole, of the student's own section, and of the student's peers' evaluation of his/her performance. The paper concludes with an annotated bibliography of works on the group process approach. (EJV)