This edition of "NAEPfacts" discusses the frequency with which process-oriented activities are taught in United States schools, and the writing performance of students whose teachers emphasize these activities. Data were drawn from the 1992 National Assessment of Educational Progress (NAEP) in Writing, which was administered to a representative national sample of approximately 7,000 fourth-grade students, 11,000 eighth-grade students, and 11,500 twelfth-grade students from about 1,500 public and private schools. Results indicated that: (1) students of teachers who always encouraged particular elements of process writing, such as planning and defining purpose and audience, were generally better writers than students of teachers who reportedly never encouraged these activities; and (2) average writing ability was higher among students whose teachers emphasized more than one process writing strategy. Findings suggest that use of pre-writing activities is associated with the highest average proficiency scores. Contains 3 notes and 3 tables of data. (RS)