Publishers of high school composition textbooks gather information about the "book market" through outside statistical analyses or case studies and through their own interviews and polls. Recently, such studies and interviews have revealed significant differences in classroom practices. Consequently, publishers are faced with such questions as (1) How do editors and writers package a writing process? (2) How do publishers develop writing activities with universal relevance? (3) What kind of writing is most important to teachers? (4) How do publishers appeal to the part of the market that finds teaching a writing process too hard? (5) How can publishers help teachers faced with standardized and competency tests? (6) How much reading about writing can publishers expect students to do? and, (7) What role, if any, should a composition textbook play in helping students with writing in other disciplines? Nevertheless, research studies and changes in classroom practices have resulted in some textbook changes, among them: chapters about prewriting and invention, acknowledgement of peer editing, recognition of writing as process not product, and an extension of composition assignments to literature textbooks. Such changes suggest that there is no missing link between theory and practice--just a time lag. (HOD)