Argues that lack of attention to the student's perspective (how they react to, and what sense they make of, their teachers' comments) limits the conclusions that can be drawn from research on teacher response. Reviews three articles in the same issue of this journal that deal with teacher response to student writing in light of this limitation.…

Asserts that portfolios often seem to take on the characteristics of the existing curricula. Provides a picture of the diversity in approaches to portfolios. Examines how different curriculum perspectives are reflected in the designs of portfolios, how they reveal "patterns on practice" in the teaching of writing, and how they reveal fundamental…