The process of interrupting the reading of a text in order to predict what is to come is a well-established reading instructional technique known as Directed Reading/Thinking Activities (DRTA). Predictive intervention, a classroom structure based on this technique, is more frequently productive of creative revision than either teacher advice or the type of student group that tries to evaluate written products. Coherent and incoherent texts and good and poor readers must be considered when using predictive intervention in the classroom. Using predictive intervention with highly coherent textual material helps teach a model of the reading process as an interaction of mind and text, the importance of structural signals and organization patterns, and what expectations particular genres fulfill. At the reader/writer junction, students exist fully as writers, reading their work paragraph by paragraph and witnessing the responses of the readers--seeing both sides of the reader/writer interaction. This exercise forces students to face the fundamental nature of the writing enterprise, incorporates revision as a necessary part of the writing process, and teaches students to seek feedback even outside the classroom environment. The reader/writer junction can even be used at the prewriting stage. In fact, the only stage of the writing process in which it appears useless is in editing: poor grammar and spelling are unnoticed by fellow perpetrators of such errors. (JL)