Describes common assumptions that current views of reading and writing share and outlines features of one reading/writing connection. Claims that two selves reside within any reader, a self-image and a kind of "best self," which sets challenges, sees connections, and makes subjective judgments during the composition process. (JD)

Presents a discourse-based interview with John McPhee focusing attention on particular choices McPhee makes. Notes that probes (statements about McPhee texts by other readers) led to a more general discussion of the writer-reader relationship. Discusses how these two methods together afford an illuminating glimpse of McPhee at work. (MG)

Advocates teaching the paraphrase from the dramatistic perspective in order to teach students the "active," dramatic nature of meaning, and the different ways they can describe meanings. Illustrates how the paraphraser selects and combines elements, creating a complete context for the original text. (MM)

Supports a reader oriented theory of paragraph writing. Discusses the readers' expectations of paragraphs and supporting research, demonstrates the strengths and weaknesses of the most popular current model of paragraph structure, demonstrates the power of rhetorical paragraph writing, and details the pedagogical implications of the…

Proposes reconceiving rhetoric as something like travel. Develops terms that describe the act of discursive exchange in ways that avoid the theoretical and ethical problems of rhetorical territoriality. Explores the possibility of locating the kinds of collectives that are formed by interacting writers and readers in a concept of expansive space…

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)