Questions what is going on in the highest reaches of English composition research and the distance between theories of the composition process and actual classroom practice. (CRH)

Suggests a model of knowing in which theory may emerge from classroom practice. Proposes establishing a network of writing teachers whose mission is to render accounts from the field. Argues that a dialogue between practitioners and theoreticians is long overdue. (RS)

Argues that, to deal effectively with sentence errors of basic writers, it is crucial to distinguish between what should be left alone and what can be productively marked and how it should be marked. Proposes a taxonomy of four sources of errors (knowledge, dialect, process, and developmental errors) and seven ways to address them. (SR)