Presents an address by the chairman of the Conference on College Composition and Communication, which reflects on the changing state of composition teaching and how it compares to the 1960s, an era when many composition teachers came of age with the discipline of composition and rhetoric. (TB)

Explores the difficulties writing teachers and students encounter with content area writing assignments, using observations and interviews from two social science classes. (HTH)

Describes a taxonomy for analyzing written revision. Reports two studies that used this taxonomy and discusses the implications of these investigations. (RL)

Differentiates the two concepts of cohesion and coherence. Points out the differences between highly-rated and lower-rated essays by the techniques the writers used to achieve cohesion. Offers references on text linguistics and on European writings about discourse. (RL)

Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

Contrasts a recent collection of "best" student essays with a report reviewing a 1929 test in English that was used for making college admissions decisions. Concludes that writing teachers have been as much or more interested in who they want their students to be as in what they want their students to write. (RS)