Argues that by closely examining, editing, and rewriting actual autobiographical texts, students can learn how their own writer-oriented materials can be transformed into reader-oriented materials. (RAE)

Proposes that prediction and production variables used together tap both text and reader factors and provide a much improved analysis of readability. Finds that this kind of analysis will lead to more specific kinds of pedagogical strategies for teaching writing. (MS)

Extends constructive theories of reading to argue for an advanced composition course that has two implications: (1) writing is a value-free technology; thus, (2) learning to write is learning to manage a technology, not training to be a moral person. (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)

Offers an approach to text analysis that discusses what makes good writing good. Argues that good writing involves the presentation of propositions that are not too dense, in a schema that is familiar or explained carefully, requiring not much inference on the part of the reader, and in a pattern that is coherent from beginning to end. (MS)