Describes several encounters with a student which led a composition instructor to conclude that she had been favoring analysis of completed works over self-analysis (in the form of a writing log kept during drafting and revising) of an essay in progress. Suggests that teachers continue to hone their response skills. (RS)

Proposes a pedagogy of struggle--a pedagogy which foregrounds the active role students can play in both their education and in the formation of oppositional discourse within the academy. Discusses samples from papers written by a student to explore how educators might enact such a pedagogy when teaching revision. (RS)

Describes an approach to writing evaluation in which the teacher asks the student to write a student-teacher memo--a brief, informal not-to-be-graded communication--that explains the student's intention in responding to the writing assignment. (HOD)

Identifies student misunderstanding of teacher criticism and a lack of context for that criticism as problems in composition classes. Describes how an instructor provided taped comments on student papers to make criticisms clearer to students. Details how the procedure was used in guiding one student's successive drafts. (SG)

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)