Claims "Responsive Teaching" is a useful conferencing procedure which expects writers to evaluate and refine their own writing, and tries not to side-track the self-evaluation once it begins. (MS)

Asserts that the complexities peculiar to "bottom-writings" (essays graded at the lower end of a holistic scale) are often overlooked. Analyzes organizational patterns of high-rated, low-rated, and professional writers, noting similarities between the latter two groups. Considers how teachers can work with the skills bottom writers…

Describes how having students evaluate their teacher's writing can develop the teacher's sensitivity when responding to student compositions. Suggests ways which help clarify teacher responses to student writing. (MM)

Presents various teacher-tested instructional techniques: (l) using counselors to aid teachers in basic writing courses, (2) training writing teachers using the process method, (3) teaching proofreading skills (4) using imitation in literature classes (5) using lists and imaginary dialogue to supplement conventional journal writing assignments,…

Provides a rationale for and description of daily student journal writing, peer evaluation, and revision, which provide students with necessary writing practice without overloading the instructor. (HTH)

Suggests a computerized writing workshop provides an ideal setting for collaborative learning, enabling students to participate in activities such as peer evaluation and group brainstorming. (HOD)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Suggests that in addition to self-evaluation of individual papers, assessment of one's overall ability to write effectively also plays an important role in the writing process. Includes the results of a study indicating a strong relationship between writers' evaluations of their own general writing skills and the quality of their written products.…

Presents results of a study indicating that evaluations of basic students' writing more closely resemble those of employers than those of English faculty. Suggests that English teachers redefine the basic writing student and the criteria used for evaluations. Includes samples of student essays evaluated in the study and evaluation results.(HTH)

Contributors discuss the following topics: (1) holistic reading in the composition class, (2) the teaching assistant as apprentice, and (3) the status and functions of college faculty adjuncts. (HTH)

Offers three techniques for helping students learn to revise entire pieces, discover how words work in context, and eliminate errors. (RL)

Describes a strategy designed to encourage critical thinking by assigning students to research and write about complex topics. Argues that the instructor's inclusion of both supporting and challenging end comments can encourage critical thinking. Provides examples of both types of comments. (SG)

Describes a procedure for keeping a running commentary on student writing. Claims cumulative comment sheets allow the teacher to get to know students more quickly, to recognize recurring error patterns, and to include genuine compliments, and help both student and teacher keep track of the student's progress. (SR)

Considers how writing teachers, when faced with student writing that betrays sexist, racist, or homophobic sentiments, should respond. Addresses the difficulty of asserting moral imperatives in the light of current antifoundationalist theory. Argues for a reliance on a "necessary directionality" toward comprehensive moral truths. (HB)