This study challenges the prevailing interpretations of the Greek rhetorical principle of "kairos"--"saying the right thing at the right time"--and attempts to draw on a more nuanced understanding of the term in order to provide generative re-readings of three Braddock Award-winning essays. (Contains 6 notes and 2 figures.)

Suggests that the essay, despite its second-class status in academia, is a compelling form. Argues that articles have replaced essays as a result of poststructuralist criticism and its preoccupation with ontological questions, resulting in a set of highly technical terms and conceptually difficult problems which exclude the casual reader. (ARH)

Indicates a paradox in good writing: goals of truth and originality hinder writers, but at the same time, consistent and interesting writing must appear true and original. (MS)

Since expository writing is inherently creative and innovative, and since readers respond to it both morally and aesthetically, it deserves the respect of the English teaching profession. (DD)

Argues the heart of the critical essay is an engagement with ideas, with a contemplative realm of thought that is active. Cautions contemporary cultural critics to be vigilant about writing in an ethnographic self-serving manner. (NH)

Discusses three factors that should be taken into account before a writer sets out to write an essay: audience, purpose, and personality of the writer. (AEA)

Contends that essays are the proper rhetorical domain of stories, the place where stories most naturally belong when they are being used for the development and enlargement of ideas. Notes that stories are so powerful and distracting that when used together to make a familiar story, they can divert attention away from the essay's idea. Concludes…

Notes that, although many composition teachers talk about the need to find "organic" forms in composing, students are often content to organize their writing in formulaic ways. Discusses the difficulties in teaching form arising from students focusing on a particular form's requirements instead of its functions. Discusses using the counterpoint…

Those who argue for the inclusion of literature in composition courses point out that English teachers must teach from their area of expertise and that the use of literature endorses creative and imaginative use of language, avoids what is merely utilitarian and boring, and promotes growth in thinking. Those who oppose the use of literature in…

Argues that the five-paragraph-essay structure is a valuable teaching tool but cautions that composition teachers need to ensure that their students don't perceive it as an end in itself. Illustrates how students can learn the principles of effective composition and apply them to any writing task by making necessary modifications. (KEH)

Based on his experience of being trained in a process-centered pedagogy and of working in a product-centered program, a writing instructor discovers that the in-class essay is not only a useful or workable part of a regressive curriculum, but that it is effective and necessary for any progressive process orientation as well. Pragmatic, ethical,…

Offers pointers for establishing a college-sponsored essay contest for public school students in grades five through twelve and enumerates the benefits of such a program. (NKA)

In 1984, New Zealand tested 12- and 13- year-old and 15- and 16-year old students as part of the International Evaluation of Educational Achievement (IEA) tests. Although weaknesses appeared at both age levels in the organization of material, particularly in argumentative and expository writing, students could write functional letters competently…

Recommends teaching students the exploratory essay as a means of contributing to the larger effort of revitalizing the humanities by restoring the spirit of inquiry to a place of currency and honor and by educating people to communicate freely with one another. (EL)

Maintains that the five-paragraph essay formula confuses and alienates students and undermines the basic goals of writing instruction. Advocates developing a repertoire of alternatives for teaching form. Suggests that using the metaphor of the essay as journey is one such teaching alternative. (SR)