Investigates the responding styles of technical writing teachers and of technical editors and supervisors. Finds that teachers usually ask questions rather than suggest or direct. Asserts that teachers might improve their commentary by adapting the responding techniques of technical editors and supervisors, including explicit and systematic usage…

Uses a case study to illustrate the multitude of cultural and idiosyncratic factors which may influence the feelings and behaviors of basic writers at risk of failure. Suggests that rather than continually defining the basic writer, educators should begin to redefine and reexamine their roles and attitudes as teachers of basic writers. (MG)

This book explores the complex world of the college writing teacher at work and is intended as a balance to current composition research that focuses almost exclusively on student writers, often ignoring the role the teacher plays in classroom development. The book contains data elicited from observation, surveys, and interviews with college…

Provides a real-life scenario of one teacher who sought to cope with the technology of using computers to teach writing. Looks at some reasons why teachers feel they have failed and suggests several staff development strategies that may make the computer learning process less stressful and more successful for a teacher new to technology. (MG)

Reports on a survey of 40 geographically representative state and private universities with sizable composition programs. Documents both the need for and interest in peer coaching of teaching assistants. (MG)