Analyzes passages of Thomas Kuhn's "The Structure of Scientific Revolutions" in support of the plea that English teachers work toward a new paradigm which allows the examination of the ways language sharpens and directs critical analyses of the historical situation. (DD)

Advocates a model for the teaching of writing in which the response of the reader is of central importance, and contrasts this model with models focusing on the centrality of the writer or the written product. (DD)

Assesses the benefits and limitations of writing as a cognitive process. Discusses the cognitive process model of writing, then proposes an ecological model of writing, where a fundamental tenet is that writing is an activity through which a person is continually engaged with a variety of socially constituted systems. (EL)

Presents a model of rhetoric based on territorial motives. Suggests five general principles for analyzing the territorial content of discourse and discusses territorial rhetoric and rhetorical theory, territoriality and style, and two fallacies of criticism. (EL)

Discusses the difference between "modern" and "new" as applied to rhetoric and specifies some of the conditions of contexts requisite for a truly "new" rhetoric. (HTH)