In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
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