A study explored the constructive, collaborative process of a group of writers under circumstances which throw light on dimensions of meaning making. The writers were college freshmen receiving "process instruction" and working collaboratively in a writing course. Collaborative planning is a loosely structured planning process in which the writer or "planner" explains a plan to a "supporter." The supporter listens, asks questions, and encourages the writer to develop the plan, aided by rhetorical prompts. The partners may then switch roles. In the study, scores were assigned to partners for constructive planning and generative quality. Results showed that collaborative planning drew students' attention beyond context and correctness to other matters such as purpose. As neither novices nor experts, students tried to adapt the knowledge and strategies they had to new problems. A picture emerged that resisted fitting into a simple pattern. Collaboration with reflection opened up an arena in which students could examine their own ways of negotiating issues of authority and the structures of school. (Four tables of data and three figures are included; 73 references and 1 appendix--containing the transcript of a collaborative planning session--are attached.) (SG)