Issues in Applied Linguistics Vol. 1 No. 2 Reichardt, C.S. Cook, T.D. (1979.) Beyond qualitative versus quantitative methods. In T.D. Cook & C.S. Reichardt (Eds.), Qualitative and quantitative methods in evaluation research (pp. 7-33). Beverly Hills, CA: Sage. Smith, J.K. & L. Heshusius. (1986). Closing down the conversation: The end of the quantitative-qualitative debate among educational inquirers. Educatioruil Researcher, 15(1), 4-12. Smith, J.K. The evaluator/researcher as person vs. the person as evaluator/researcher. Educational Researcher, 17(2), 18-23. van Lier, L. (1988). The classroom arui the language learner. London: Longman. Brian Lynch is an Adjunct Assistant Professor in the Department of Applied Linguistics at the University of California, Los Angeles, where he also serves as Academic Director of the ESL Service Courses. His primary research interests are program evaluation, language testing, and English TESL & for Specific Purposes. Guidelines: A Cross-Cultural Reading/Writing Ruth Spack. New York: St. Martin's, 1990. vii-338 pp. Text. Reviewed by Christine Holten and Carol University of California, Ann Linn Los Angeles Recent research in the fields of first and second language composition has increased our understanding of the kind of activity writing is. Hayes & Flower (1980, 1987), for example, using think-aloud protocol analysis of both skilled and unskilled writers at work, have found that first-language composing is a recursive, goal-oriented activity consisting of three major processes: planning, sentence generation, and revising, all of which occur in free variation throughout the production of a written text. Similarly, investigations of the composing behaviors of L2 writers (Jones & Tetroe, 1984; Raimes, 1987; Gumming, 1988) have paid particular attention to the interaction between writing skill and second language proficiency. While neither the relative weight of linguistic factors and writing ability nor their interaction with other variables (e.g., language background, length of residence in the L2 environment, age, and education) has been precisely determined.