Designed to raise the full range of hermeneutic concerns regarding evaluation of student writing, and to spur further research and discussion, this collection of essays focuses on a reconsideration of the interpretation and evaluation practices of writing teachers. Essays include: "A Reflective Conversation: 'Tempos of Meaning'" (Margaret Himley); "The Drama of the Text" (W. Ross Winterowd); "A Hero in the Classroom" (James Thomas Zebroski); "Learning to Read Student Papers from a Feminine Perspective, I" (Elizabeth A. Flynn); "An Analysis of Response: Dream, Prayer, and Chart" (Tilly Warnock); "Teachers as Readers, Readers as Teachers" (Patricia Y. Murray); "Asking for a Text and Trying to Learn It" (Jim W. Corder); "On Intention in Student Texts" (Sharon Crowley); "Reading Intention" (Norm Katz); "Interpreting Student Writing" (Janice M. Lauer); "Learning to Read Student Papers from a Feminine Perspective, II" (John F. Flynn); "Reading Student Texts: Proteus Grabbing Proteus" (Charles Bazerman); "On Writing Reading and Reading Writing" (Lisa Ede); "Reading a Text: Does the Author Make a Difference?" (Stephen B. Kucer); "Paper Grading and the Rhetorical Stance" (James S. Baumlin and Tita French Baumlin); "Evaluating Writing to Learn: Responding to Journals" (Richard Beach); "Imagining the Past and Teaching Essay and Poetry Writing" (Anthony Petrosky); and "Responding to Responses: Good News, Bad News, and Unanswered Questions" (Lee Odell). (RS)