An analysis of the journals revealed that the teachers experimented quite freely with different teaching styles. Sometimes, they were very direct in giving students instruc- tions on how to revise their drafts. At other times they were more open to student input and negotiation of meaning. While this might be the result of an absence of a clear plan for managing the sessions due, perhaps, to a lack of experience in teaching writing, it may also be an indication of the teachers’ ability to continually make adjust- ments to their teaching based on student reactions—a highly desired attribute in teachers. Consider the following excerpt in which one teacher.
