Argues that teachers need to be aware of the diverse conceptual demands made by writing assignments in various disciplines; illustrates this by analyzing four assignments. (DD)

Contends that students need to be taught how to analyze their audience and to adapt what they say to that audience. Describes teaching methods used to introduce students to the use of a heuristic model for audience analysis in written discourse. (FL)

Advocates using the case approach in college writing classes. Suggests that asking students to play the roles of participants in a situation, whether real or imaginary, helps them learn to address a particular audience with a clear purpose. Offers a case approach with discussion questions and possible assignments. (RL)

Presents a set of writing assignments and class activities for helping students to define their own writing problems, set their own goals, and evaluate their own progress. (RL)