"Process and Intention: A Bridge from Theory to Classroom" is rooted in a time when intuitive, experience-based awareness that we should "Teach Writing as a Process Not Product" (Murray 3) was bolstered by systematic research into the complexity of writing. Lots of years have passed since those days, so as a reminder, the author mentions five…

In this article, we provide a theoretical framework for understanding how written peer critique can be used successfully to develop authority in students' writing in the disciplines. We suggest that having students respond to their peers in writing rather than orally and positioning students to write their critiques from a strong knowledge base…

Considers risk taking as an important skill of accomplished writers. Argues that teachers often fail to notice when their students take risks in their writing. Encourages writing teachers to take such student risks into account to foster risk taking in their students' writing. (HB)

Defines four principles (goodwill building, course of action, bottom line, and most important first) that pose rhetorical problems for students making the transition from academic to business writing. Presents a problem-solving case to demonstrate reader-based business writing and provides samples of students' writing that illustrate the…

Suggests that composition courses can strengthen ties between reading literature and writing about it. Shows how writing assignments that originate in readings of literary texts encourage students'"writerliness." Provides a sample satiric sketch assignment sheet. (MM)

Argues that composition is a distinct discipline, separate from literature and literary studies. Discusses problems associated with using literature in composition classes. Asserts that although traditional aesthetic literature is not necessary in the composition class, with limited use it can strengthen student writing. (MM)