This project seeks to mediate one of the most significant issues with implementing writing groups in the secondary classroom: students do not know how to meaningfully engage in discussions about their writing. Students lack the necessary skills as well as understanding of the rhetorical nature of language to effectively request and provide feedback on pieces of writing. The application of theories of dialogue and collaboration to the research about writing groups suggest that the quality of student writing depends on the quality of their discussions about writing. Thus, my action research study investigates the types of language used between students in writing groups. I audio recorded students' writing group discussions and asked students to reflect on their experience in a written survey. Drawing on recorded small group conversations and student reflections, I consider how secondary students' rhetorical approach to writing groups allows them to collaboratively make meaning and improve their writing. The following research question guided my work: What rhetorical skills and understanding are necessary for meaningful participation in writing groups? In this context, meaningful participation is defined as productive discussions wherein comments build on one another as students create meaning and generate new ideas together. This was evaluated by the students themselves in their written reflections as well as my analysis of the recorded group discussions. Thematic analysis revealed that students who have an awareness of the rhetorical situation as well as skills such as responding and questioning are better able to participate meaningfully in writing groups.