Reading and writing are complementary activities--if not two sides of the same activity--and together they provide a model for instruction in writing and thinking. The classical rhetorical concept of imitation as analysis followed by genesis provides the connection between classical imitation and the recent reading/writing connections proposed for…

Argues that imitation as a pedagogy in the composition classroom--far from dead as most would assume--remains a reputable practice for some writers. Attempts to situate arguments for imitation in the larger context of the process movement. Explores complex historical, cultural, and theoretical reasons why some may object to imitation. (TB)

Discusses Janet Emig's experiences with sexism in academe in the 1950s and 1960s and her composing process theory in the 1960s. Addresses pedagogical implications of her composing theory, cognitive development as a factor in composition pedagogy, and publication of the monograph. Discusses criticism of the monograph, and suggests that it…

As the issue of whether literature might be used to teach composition has not been a lively issue of debate among current scholars, those interested in the topic might look to George Jardine, professor of logic and philosophy at the University of Glasgow, Scotland, from 1774 to 1824. As Robert Connors suggests, teachers stand to gain much by…

Examines the work of Janet Emig, particularly "The Composing Processes of Twelfth Graders," as a means of gaining historical insight into the process movement in writing today. (TB)

A close reading of two nineteenth-century composition textbook prefaces reveals that teachers of that period attempted to rename and refocus the content and practice of composition to meet the imagined needs of real students, who were also frustrated and struggling. From the perspective of a twentieth-century composition teacher, William Swinton's…

The proposition can be offered that the notion of "the plant" should be the paradigmatic metaphor for modern conceptions of the composing process. Various forms of the metaphor are found in classical and eighteenth century writings alike. A modern shift in focus from writing product to process has brought to the fore the dynamic…

Describes the work of Barrett Wendell, a composition teacher at Harvard in the late 19th century, giving particular attention to his idea of writing themes--short writing assignments on topics students choose themselves. Reviews one particular student's struggle with Wendell's writing themes. Examines Wendell's political challenges at Harvard as a…

This collection of essays is introduced by Paul Connelly, who focuses on how the essayists encounter problems boldly and recognize opportunity in them--the essays are less local reports of various successful process approaches to teaching writing than a record of the willingness to experiment, to take risks, to learn. The essays and their authors…

Discusses the issues of intimacy in the classroom within the context of the experiences of female writing students at Radcliffe College around the turn of the century. Asserts that students need options and the space to examine and move through their own fears. (PRA)

This "Writers' Handbook" was prepared in response to the many requests for "a book that tells how to write textbooks and other educational materials for schools." These requests have come from educators of other countries as well as from the United States. The authors believe that the handbook holds valuable information and suggestions for heads…