Critics of student writing in British lecture courses as "mere rehash of lecture notes" are reminded that (1) by its nature, the lecture course focuses on and is limited to information conveyed in lectures, and (2) professors refuse to use materials such as U.S. textbooks that could supplement the information conveyed in class. (MSE)

This article suggests several proven strategies to help students move beyond the knowledge-telling stage of writing to the knowledge-transforming approach, which involves not only putting one's knowledge into words but the reflection upon, revision, and improvement of that knowledge. Eleven references are listed. (DCS)