A limited mixed-method study revealed that students could alter written style after direct style instruction, but the effect faded quickly. Instead, students reverted to culturally structured intuition to make conscious, contrary choices. Thus, direct instruction in precise forms of style should probably yield to methods that build culturally…

Gerald Graff and Cathy Birkenstein's writing textbook, "They Say / I Say," has triggered important debates among writing professionals. Not included within these debates, however, is the empirical question of whether the textbook's templates reflect patterns of language use in actual academic discourses. This article uses corpus-based…

This essay interrogates the concept of "clarity" that has become an imperative of effective student writing. I show that clarity is neither axiomatic nor transparent, and that the clear/unclear binary that informs the identification of clarity as a goal of effective student writing is itself unstable precisely because of the ideological baggage…

Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)

Discusses the rationale for experimenting with diverse discourse alternatives in writing classrooms. Offers examples of the readings that inspire the author and her students, as well as samples of student essays. (SR)

Surveys recent feminist research on gender differences in social and psychological development, and shows how this research and theory may be used in examining student writing, thus suggesting directions that a feminist investigation of composition might take. (SR)

Compares the rhetorical strategies of 20 opening paragraphs from "Psychology Today" to those in 20 first paragraphs from student essays. Observes that professionals regularly begin exposition with narratives, indirection, and irony, while students begin with rhetorical questions, truisms, and muddled strategies. Concludes that students'…

Describes the author's experience of taking two creative writing courses. Stresses the values that are taught: self-investment; avoidance of premature closure; seeing revision as discovery; experimentation; and trusting your own creative power--all necessary for good writing, whether academic or creative. (RAE)

Discusses problems of writing introductions in light of the theories of H. P. Grice, C. Altieri, K. Burke, and Aristotle, illustrated with scientific writing, rhetorical criticism, and student letters and essays. Approaches the introduction as text both about subject matter and about the intended reader, situation invoked, and writer's own…