Discusses three implications for the structure of technical writing instruction from a discourse perspective. The implications are a "you-centered" writing development, a heuristic for perceiving and organizing experience in a technological society, and a pragmatic alternative to the traditional approach to composition instruction. (RL)

Outlines how the Writing Response Groups function. This is a cooperative learning atmosphere where trained student peers respond to other students' writing with the Praise-Question-Polish technique. Includes references. (MD)