Presents a report of the second and third years of a study that describes one teacher's experience with change as he implements a process approach to the teaching of writing. Shows the development of a multistrand program that facilitates the writing development of the class as a whole. (MG)

Discusses a study exploring the effect of the social context of two contrasting types of discussion--question and answer, and response centered--on students' interpretation of a literary work. Concludes that certain characteristics of the question and answer discussion may have inhibited students' interpretive responses. (JC)

Presents the first year findings of a three-year longitudinal collaborative research project which focuses on one teacher's professional growth as he moves from a product-oriented to a process-oriented approach to teaching writing. (JK)

Concludes that the nature of the writing tasks assigned to students will emphasize some aspects of the curriculum and de-emphasize others. (NKA)