Presents a report summarizing the opinions of 419 writing teachers on goals and methods of responding to student writing. Shows that most teachers perceive themselves as coaches, focusing on students' ideas. Finds that lack of time has a more significant effect on goals and methods than particular allegiances to composition theories. (SR)

Questions the role of argumentation in the college composition classroom. Studies the responses of a variety of students to three sample arguments that address the same topic. Shows that most students can correctly rank arguments, suggesting that students have a tacit knowledge of argument prior to instruction. (HB)