Narrates the deterioration of a hyper-meticulous gardener in Austin, Texas, whose rage for order by day, and dionysian revels by night come into conflict when he must accept the botanical engineer of the month award at an evening banquet. Offers the story as an allegorical disclaimer of classical syllogistic reasoning. (JG)

Considers the problem of taking theories into the classroom. Suggests a re-examination of the relationship between theory and practice. Concludes that theories should not be criticized if they cannot be readily applied to instructional goals, and should not be expected to do more than they set out to do. (JAD)

Discusses two orientations to teaching expressive writing: the "authenticity" orientation with its underlying notion of a "true" self, and the "generativity" approach with its underlying notion of the "dynamic" self. Discusses fundamental differences between the two views and argues that the generativity…

Argues for expanded definitions of "creative writing" and the "creative writer." Shows how recent theories of creativity with an emphasis on problem finding can enhance composition pedagogy. (SR)

Argues that the perennial problem of boring student writing is solved when assignments provide writers with target readers, enabling students to find their appropriate voice. Discusses a sample assignment in which students explain how to do something they do well to readers who don't know how to do it. (JG)

Reviews two books by Susan Miller: "Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer" (1989) and "Textual Carnivals: The Politics of Composition" (1991). Notes how she rereads dominant histories of rhetoric and writing instruction, argues for a theory of textuality, and illustrates how attention to…

Compares J. Agee's film reviews for "Time" and "The Nation," concluding he assumed a more knowledgeable, sophisticated audience in readers of "The Nation." Analyzes content, style, and structure of reviews, showing loose structure, deductive reasoning, and rambling style in "Nation" reviews, and coherent,…

Argues that teachers of writing are more concerned about good writing than about good writers, and that they should instead strive to improve the experience of writing, even if that means throwing out the piece of writing produced. (JAD)

Questions the quality of writing produced by writing instructors. (HOD)

Discusses two ways of organizing writing: "imitative" or "natural" order, which reflects either chronology or spatiality; and "imposed" order, in which topical materials have been restructured in a significant way. Argues that all rhetorical alternatives should be considered when teaching writing. (MM)

Argues for using the metaphor of the contract as a principal strategy for teaching students how to craft introductions. (SR)

Compares two methods for evaluating syntactic complexity and maturity: (1) the T-unit method of W. K. Hunt and (2) the sentence weight method of P. DiStephano and S. Howie. Concludes that sentence weight is no more accurate than T-units, and more difficult to compute. (JG)

Describes method in which students write a draft requiring some writing skill before learning about that skill. Concludes that predrafting (1) enforces first-drafting; (2) shows students their natural writing abilities; (3) emphasizes discovery of substance first, rules and form second; (4) promotes an active student role; (5) arranges learning in…

Offers an approach to using film as an object of analysis for writing classes having no previous knowledge of film terms and techniques. Provides 19 study questions to stimulate identification and a description of a director's techniques to facilitate an interpretation of what the film means. (JG)

Discusses the importance of maintaining a dialog between teachers and students about each writing assignment. Explores ways of keeping the dialog going, even after an assignment has been graded. (JAD)