This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections--including how they narrate their course…

Drawing from a large qualitative study, we examine how students experience writing in college, focusing on the conditions that allow students to develop their authorship and those that encourage students to experience writing as a process of following rules and regulations. We situate students' perceptions, and the assignments and practices that…

Examines the writings of an engineer employed by a large manufacturing firm. Argues that the engineer's writing, although not the final product, is the essential means by which the product is created. Suggests that, because a report reflects final, agreed-upon knowledge about a product, the product and the document become one in the engineer's…

Examines how the relationship between teacher and student alters the connection between the writer's authority and the quality of the reader's attention. Discusses how teachers assess student writing from the perspective of an "ideal text," at the expense of discerning what the student is actually trying to say. (HTH)

Claims "Responsive Teaching" is a useful conferencing procedure which expects writers to evaluate and refine their own writing, and tries not to side-track the self-evaluation once it begins. (MS)

Discusses the problems of readers' different responses to essay test passages and the implications for the subsequent writing assignment. Describes a model of the writing assessment episode and discusses four generalizations about writing task interpretation. (HTH)

Describes a replication of a study to determine what international writers and evaluators bring to their respective tasks in an effort to devise an international scoring scheme. A satisfactory list of rating criteria was developed, although the criteria were value-laden and thus embedded in a cultural context. (HTH)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Presents results of an informal study indicating that (1) external contingencies that force writing productivity regardless of mood seem to facilitate rather than impede the appearance of creative ideas for writing, and (2) productivity precedes creativity. (HTH)

Examines composition research in the annotated bibliographies appearing from December 1984 to May 1989 in the journal "Research in the Teaching of English." Considers the question of what has been learned from this large corpus of research. Focuses on topics on which little research has been done and areas in which enough work has…