Argues that problem-solving assignments whose only purpose is to train students to report technical details ignore much of the real-world context of a problem. Presents an approach to give students a broader sense of problem solving. (MS)

Explores what advanced student writers could be told about audience based on current principles of reading theory. Discusses reasons why teachers may not want to introduce students to these reading-based concepts of audience. (RS)

Suggests that audience analysis, contextual and conventional "register," and the interplay between audience and convention are all tools needed to teach students how to write effectively and appropriately. Draws attention to the many features and types of conventional registers and underscores their relationship to audience…

Argues that, before there can be effective criticism of advertising, people must admit that all respond to it in ways that are both pleasing and skeptical, amused and doubting, open and resisting. Discusses listening to the "other reader" and cultural criticism in the composition class. (PRA)

Explores contradictory purposes for writing instruction: the business world wants writers to obtain predetermined results, yet composition theorists see writing as a way to help students learn about themselves. Suggests teachers help students analyze their potential professions by focusing on the way writing invents those professions. (MS)

Proposes a model for the revision process that recognizes that (1) reading and writing during revision are related; (2) a relationship exists between revision and the writer's knowledge of the subject, audience, and style; (3) revision strategies are based on heuristics; and (4) revision is involved in the recursive nature of the composing…

Comments on the interview of bell hooks in the preceding issue of the "Journal of Advanced Composition." Critiques hooks's concepts regarding audience and multicultural pedagogy. (HB)

Comments on the interview of bell hooks in the preceding issue of the "Journal of Advanced Composition." Comments on hooks's concepts of audience and power, race relations, multicultural education, and the politics of literacy. (HB)

Discusses the problems of deciding whether to use, not use, or revise noun compounds. Presents guidelines that ask writers to weigh the familiarity, efficiency, and stylistic efficacy of the compound against alternatives for particular audiences. (MS)

Examines the experience of reading student writing by holding it against current views of reading from literary theory and composition studies. Describes this experience as a concentrated effort at once to read and not to "read" the student writing. (MS)