The William Perry model of learning is directly parallel to what has been learned about writing processes. He observed that the student is essentially a dualist who sees everything as right or wrong. This stance of absolute acceptance wavers when the student encounters varieties of or disagreements among truths, thus gradually evolving into the cognitive position of "relativism." Two correctives to this scheme help make its applicability to remedial writing more evident. The first is the suggestion that the Perry scheme also operates on a horizontal axis and that the process of inventing the self (or personna) in writing is constantly recursive. The other is the suggestion of the necessity of recursiveness to the learning process. Remedial students tend to be dualists about their writing skills, substituting self-consciousness for self-awareness. Central to the pedagogy of the author's remedial writing classes at Agnes Scott College is the students' shift from negative and dualistic notions about writing to a positive and relativistic awareness of writing processes. After writing spontaneously on what they perceive to be their writing problems, students complete a protocol analysis on previous writing experiences in order to set goals and objectives. They then learn writing strategies such as free writing, revision, and purpose and audience considerations. This self-awareness of writing processes creates a more positive attitude toward writing, and gives students a tool for learning and developing intellectual maturity in other areas. (HTH)