A 12-week study evaluated the use of specific teaching techniques for improving the writing of 7th-grade students of English as a Second Language (ESL) in a process-oriented writing classroom. The subjects, 24 students of varied linguistic backgrounds, were pre-tested during the first week on writing skills, grammar awareness, and writing attitudes and interests. Three weeks of instruction were then devoted to teaching self-editing, three to peer editing, and three to use of teacher-student conferences to discuss writing techniques. Post-testing was conducted during the last 2 weeks. Cooperative learning activities and emphasis on global vs. local errors were stressed throughout. Results indicate only slight gains in self-editing skills, but greater gains with peer editing. Student-teacher conferences were highly effective in improving student writing skills. Possible explanations for the results are discussed. (Contains 40 references.) (MSE)