Argues that, during writing instruction, students must be given the opportunity to go public with their composing processes. Discusses the theoretical structure of Robert Zoellner's pedagogy, and recommends its use for teaching the writing process. (PRA)

Asserts that there is a need for writing teachers to reevaluate the metaphors they use to think about composition. Retraces the steps taken by Robert Zoellner in 1969 to reconsider the instrumental metaphors used by composition theories in the 1990s. Offers a criticism of the writing process model proposed by Linda Flower and John Hayes. (PRA)

Emphasizes that composition teachers can create exercises fitted to the current psychological or process perspective on learning (freewriting, drafting, revision) by adding to classical or product perspective (copying, summarizing, paraphrasing, translating, amplifying) the elements of rhetorical purpose and sense of context and community. (RS)

This book is intended to serve as a comprehensive guide for those English teachers and tutors, peer or professional, who face the challenge of one-on-one writing instruction. Written in a conversational style, the guide addresses the questions of "what" and "how" to tutor, and includes numerous illustrative excerpts from the…

Writing teachers and theorists face political and pedagogical dangers because of their increasing tendency to align themselves against each other on the side of either rhetoric or composition. As the differences between the two schools widens, writing teachers stand to lose political ground in English departments and their students stand to lose…