Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH)

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Provides a model of the rhetorical problem, based on the study of writing as a problem-solving cognitive process; describes three major differences between good and poor writers revealed by a protocol analysis study. (DD)