This book contains 20 articles, from a wide variety of perspectives, designed to bridge the interests of researchers and teachers on the topic of current composition research. The following articles are included: "Studying the Writing Abilities of a University Freshman Class: Strategies from a Case Study" (Charles R. Cooper, with Roger Cherry, Barbara Copely, Stefan Fleischer, Rita Pollard, and Michael Sartisky); "Designing Protocol Studies of the Writing Process: An Introduction" (Heidi Swarts, Linda S. Flower, and John R. Hayes); "Classroom Contexts and the Development of Writing Intuitions: An Ethnographic Case Study" (Kenneth J. Kantor); "Measuring the Effects of Revisions on Text Structure" (Lester Faigley and Stephen P. Witte); "The Pragmatics of Form: How Do Writers Discover What to Do When?" (Marilyn M. Cooper); "Anatomy of a Breakthrough: Case Study of a College Freshman Writer" (Thomas Newkirk); "Factors Influencing Self-Assessing and Revising by College Freshmen" (Richard Beach and Sara Eaton): "Observing Composing Behaviors of Primary-Age Children: The Interaction of Oral and Written Language" (Grant Cioffi); "The Relations between Reading and Writing in Young Children" (Lee Galda); "Performance Limits on Wirters" (Colette A. Daiute); "Writing in a Nonacademic Setting" (Lee Odell and Dixie Goswami); "Putting the Situation into Writing Research: State and Disposition as Parameters of Writing Apprehension" (John A. Daly and Joy Lynn Hailey); "Symbolic Functioning and Children's Early Writing: The Relations between Kindergartners' Play and Isolated Word-Writing Fluency" (Anthony D. Pellegrini); "Assigned Rhetorical Context and Semantic Abbreviation in Writing" (James L. Collins and Michael M. Williamson); "Social Cognitive Ability as a Predictor of the Quality of Fourh-Graders' Written Narratives" (Donald L. Rubin, Gene L. Piche, Michael L. Michlin, and Fern L. Johnson); "Process into Product: Teacher Awareness of the Writing Process Affects Students' Written Products" (Joyce Armstrong Carroll); "The Registers of Student and Professional Expository Writing: Influences on Teachers' Responses" (Sarah Warshauer Freedman); "Measuring Teachers' Attitudes toward Writing Instruction" (Anne Ruggles Gere, Brian F. Schuessler, and Robert D. Abbott; "The Effect of Teacher Comments on the Writing of Four College Freshmen" (Nina D. Ziv); and"The Writing Process and the Writing Machine: Current Research on Word Processors Relevant to the Teaching of Composition" (Lillian S. Bridwell, Paula Reed Nancarrow, and Donald Ross). (FL)