1Can Teachers ' Images of Good Writing Conflict With Goals of Process Writing?

of topic, (c) multiple drafts with revision emphasized, and (d) writing within a predictable structure in which teachers and students devote time to talking about writing. Despite the careful delineation of these features, questions remain about how effectively these approaches have been implemented (Applebee, 1986). The difficulties of implementing process approaches to change classroom norms within bureaucratic institutions have been well documented (Florio-Ruane, 1991; Lensmire, 1991; Michaels, 1987). One of the factors that appears to undermine implementation of process approaches is the teacher's expectations or schema for students ' writing (Michaels, 1987). Ulichney (1989) found that teachers' dominant interpretive frameworks influence students to match their writing to the teacher's expectations. What can begin as an innovation, then, comes closer and closer to resembling traditional classroom routines. These aforementioned studies focused on teachers who lacked extensive training in process approaches and who emphasized spelling, punctuation, word choice, and grammatical structure in their interactions with students. We know little about teachers ' expectations in classrooms where there is extensive training in a particular model that focuses on literature and its connection to classroom writing