Offers a postmodern view of teacher responses to student writing. Promotes a meaning of "voice" that is different from the standard usage, and emphasizes the notion of voice instead of role as a way to understand teacher response. (SR)

Suggests ways writing teachers can respond appropriately to several drafts of each student paper. (DD)

Describes how having students evaluate their teacher's writing can develop the teacher's sensitivity when responding to student compositions. Suggests ways which help clarify teacher responses to student writing. (MM)

Notes that writing teachers have responded to poststructural literary theory with a surprising calm that contrasts sharply with the bitter debate found in literary journals. Suggests that this calm is the result of a basic correspondence between poststructuralist theory and the practice of the best writing teachers. (FL)

Discusses the results of a comparative study of the ways that newly recruited and very experienced composition teachers respond to students' papers, to determine what kind of special training, if any, would be most useful to new writing instructors. Results indicated that the differences between new and experienced teachers lay in the kinds of…

Analyzes 208 comments written at the end of student papers by 10 teaching assistants at Penn State. Analyzes a second sample containing end comments written earlier at other universities. Identifies 16 primary genres, falling into 3 groups: judging genres, reader response genres, and coaching genres. (PA)

Discusses the findings of a study of teachers' written comments and evaluations of student essays. Among the results of the study are the fact that most teachers' comments were not text specific. (HTH)

Argues that looking at students' uses of cliche in context can teach instructors about students' struggles to fashion new knowledge from what they already believe to be true. Examines students' most frequently used cliches. Suggests writing instructors who examine their response to cliche can learn how their pedagogical practices can deafen them…

Using a "historical case study" of Edwin M. Hopkins, this article explores what Bruce Horner calls the "material social conditions" of teaching writing early in the twentieth century. It shows how Hopkins's own attitude and response to the demands of being a writing teacher serve as a backdrop for understanding his local and national crusade to…

Explains the purpose and function of the student-teacher memo, which puts both student and teacher into the composing process which produced the draft. Enables students to examine their own work closely, think about their composing processes, and address themselves to a reader. (MS)

Acknowledges the varied ways that teachers respond to student writing, and the varied ways that students influence and interpret those responses. Narrows the gap between teaching practices and research questions. Reevaluates the metaphor of conversation that has been repeatedly used to describe teacher response, arguing that the implications of…

To make useful responses to students' writing, teachers must devote a good deal of effort to identifying mental processes implicit in the language of students and to refining the skills students already possess. (RB)

Examines some of the research on reasons for teachers' diverse reactions to student writing. Also looks at research on student reactions to teacher responses to their writing. (HTH)

Presents an evaluation method designed to help students at each stage of the writing process. The process includes a student self-evaluation scale for the prewriting stage, an analytic scale for descriptive writing used by peer evaluators and the instructor, and an outline of the evaluation strategy. (HTH)

Suggests a computerized writing workshop provides an ideal setting for collaborative learning, enabling students to participate in activities such as peer evaluation and group brainstorming. (HOD)