Responding to student writing is challenging for teachers, because it is difficult to write helpful, perceptive comments on student papers. Recent theory and research suggest that teachers can learn much about response, and that there are options available to writing teachers searching for better ways to respond to student papers. An important reason why written response is difficult is that teachers must decide what role or roles to play in their comments, such as coach, judge, or doctor. Research has shown, however, that teacher comment has little effect on the quality of student writing other than negative attitudes fostered by negative criticism. Also, longer comments are less effective than shorter ones, marginal notes and interlineal comments often give conflicting signals, and paternalistic attitudes that measure writing against some Ideal Text cause students to lose interest. Improved responses may be possible when teachers view comments as rhetorical acts, think about their purpose for writing them, and teach students to become their own best readers. To achieve this goal, teachers should respond to student drafts in the way they respond to their colleagues' drafts--few judgments and directives, more questions and suggestions. They should also comment during the writing process, before final grades are assigned, on what is said not how it is said. Another successful technique is the workshop method, utilizing peer editing and revision. (An annotated bibliography of works on responding to student writing is appended.) (SKC)