Points out that the future of technical writing can be sustained only if teachers persist in setting for technical writing the same standards they apply to other sophisticated modes of writing, and if they require refinement in style as well as accuracy in content. (MS)

Responds to Susan McLeod's "The Affective Domain and the Writing Process: Working Definitions." Suggests and defends an alternate way to define affect, based on the interweaving of affect and cognition. Discusses the "cognitive-affective dance." (PRA)

Discusses the role of affect in cognitive processes. Concludes that to study the affective as well as cognitive components of composing is to acknowledge their true interrelatedness. (MS)

Describes a heuristic conceit, "the writer's stance," to help students overwhelmed by the complexity and possibilities of a writing task regain control of the process. Stresses the need for writers to select vantage points and frames of analysis for their academic writings. (SR)

Draws an analogy between reading and writing, and between reading and responding to the world. Concludes that reading, like writing and responding to the world around us, is revisionary. (MS)