Analyzes shortcomings of conference papers intended for the eye rather than the ear. Referring to classical oratory, speech act theory, and cognitive theory, recommends revising papers for oral presentation by using classical disposition; deductive rather than inductive argument; formulaic repetition of words and phrases; non-inverted clause…

Analyzes small-group writing conversation among freshman composition students, identifying the following roles: (1) evaluator, (2) immediate reader, (3) role playing audience, and (4) helpful listener. Presents transcripts of student conversations illustrating these roles, and suggests ways to improve what is said. (JG)

Argues that talking helps college writers to formulate and clarify their ideas while they gain confidence. Cites R. Zoellner's "talk-write" model as an alternative to the segregation of speech and writing. Concludes that small tutoring sessions and full session discussions with developmental students encourage revision. (JG)