Notes that recent critiques of process approaches to writing claim that an implicit mode of instruction privileging mainstream students is typical of process approaches. Traces implicit instruction to the structuralist intellectual tradition. Concludes that a poststructuralist appreciation of differences, especially difference among discourses,…

Explores different modes of responding to student papers in two sections of an Introduction to Writing Process class for native and non-native speakers. Finds no significant differences in performance of the two sections, although students who received only positive comments frequently initiated their own corrections and seemed to gain greater…