The purpose of this book is twofold: to present important coherence models and to suggest how insights from coherence theory and research can be introduced to the classroom. The book is organized into four sections: theoretical overview, coherence models, studies of student writing, and pedagogical approaches. Articles include: "Seven Problems in the Study of Coherence and Interpretability" (Nils Erik Enkvist); "Coherence in Spoken and Written Discourse" (Liisa Lautamatti); "Pragmatic Word Order in English Composition" (Kathleen Bardovi-Harlig); "The Use of 'Organizing Sentences' in the Structure of Paragraphs in Science Textbooks" (David P. Harris); "Inductive, Deductive, Quasi-Inductive: Expository Writing in Japanese, Korean, Chinese, and Thai" (John Hinds); "Toward Understanding Coherence: A Response Proposition Taxonomy" (Peter McCagg); "Types of Coherence Breaks in Swedish Student Writing: Misleading Paragraph Division" (Eleanor Wikborg); "Building Hierarchy: Learning the Language of the Science Domain, Ages 10-13" (Suzanne Jacobs); "Pointers to Superstructure in Student Writing" (Lars Sigfred Evensen); "Nonnative Speaker Graduate Engineering Students and Their Introductions: Global Coherence and Local Management" (John Swales); "Coherence as a Cultural Phenomenon: Employing Ethnographic Principles in the Academic Milieu" (Ann M. Johns); and "Improving Coherence by Using Computer-Assisted Instruction" (Constance Cerniglia, Karen Medsker, Ulla Connor). The 293-item reference list contains entries for all works cited. (MSE)