Critical language awareness offers one approach to communal "justicing," an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field's pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents…

Suggests alternatives to marginal comments on students' papers as a way to encourage them to think more about the revision process. Recommends that teachers make no marks on the student's paper (only on a separate sheet), and ask leading questions in conference to guide the student to a focus. (RAE)

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)

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)

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)

Examines comments of three writing teachers to the same student paper to call into question the simplicity of labeling teacher comments as either facilitative or directive. Points to more directive ways to talk about teacher evaluations and marks. (TB)

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,…

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.…

Decries the narrow focus of teachers' comments on technique at the expense of content in students' essays. (HTH)

Discusses the possibility that a writer's audience may be more malleable than it is normally assumed to be and describes how one researcher worked with several advanced college writers to learn more about the dynamics of their composing processes. Suggests that the use of these writing strategies may benefit both teachers and students. (JD)

Describes the characteristics and behavior of three kinds of peer groups in the composition classroom. Discusses some of the difficulties these groups encounter in their critiquing, and some suggestions for improving the dynamics of the less successful groups. (HTH)

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