English-as-a-Second-Language university students in a multiple-draft composition setting were found to pay more attention to teachers' comments on preliminary drafts than on final drafts; pay most attention to comments on grammar; and consider teachers' comments helpful overall. Problems with teacher comments and implications of the study are…

To gain insight into why students frequently misunderstand their teachers' written responses to compositions, this paper looks in depth at one promising ninth grade student's processing of teacher written comments in a response-rich classroom, considering the larger learning contexts that impinge on the student's interpretations. The various…

The Flind Middle Schools Writing Inservice Project grew out of the conviction that improving students' writing was a matter not of increased emphasis on sentence structure, grammar, or form, but rather of a change in the thinking about how writing should be taught. The project grew from a brief conference to a two-year commitment on the part of…

Designed for secondary school English teachers who wish to improve their student's writing, this book offers a philosophy of writing and classroom strategies to make students comfortable with and interested in their own writing. Chapter 1 encourages teachers to set up a "safe," comfortable environment in which their students can create.…

Discusses one student's persistence in misunderstanding her teacher's written comments on her papers. Notes that student and teacher bring different sets of information, skills, and values to each written response episode, and that mismatched expectations can occur even with high-achieving students. (SKC)

Cultural diversity in the classroom is often seen as a block to learning and teaching, and the Urban Humanities Writing Project (UHWP--Greater Boston Area), a program which combines the teaching of writing with the principles and practices of multicultural education, was developed specifically to combat this negative view. The first component of…