A glance at new textbooks or at ads in composition journals will show that besides "writing" and "reading," the word "process" appears more often than any other word. Composition has followed other theoretical notions in the air and turned from analyzing finished essays to examining the processes which produced them. Procedures for writing in identifiable stages have always been taught, but a better cognitive model does not automatically result in better teaching. Five areas of concern for process theory applications are the following: (1) teaching writing does not mean teaching writing theory; (2) danger lies in replacing the old prescriptivism with a new one; (3) process is responsible for a stage organization of recent texts, with some texts now devoting 400 pages to successive stages; (4) process approach can make the treatment of individual assignments less natural by isolating and examining every stage and artificially extending the process; and (5) even though the most valuable insight about composition is that students learn to write by writing, students in many process-oriented classrooms write fewer compositions. Two more potential dangers facing the process revolution are that the emphasis upon a process/product dichotomy leads to seeing colleagues in stereotypical terms, and that process revolutionaries can become the new establishment, with theory and research valued more highly than teaching. A reexamination of basic tenets and the deductions that follow them, as well as a moratorium on the process would be in order. (References are attached.) (NKA)