Examines whether writers who can create vivid mental images experience intense emotions as they write. Finds that imagery contributes to the intensity of a writer's engagement with his or her evolving text and that imagery may bridge the cognitive and affective domains of thought. (PRA)

A new teacher refutes the claim that graduate schools do not adequately prepare graduate students for the realities of writing instruction. (HTH)

Annotates books and articles that would be useful to someone who is becoming acquainted with the new rhetoric, that take note of the research and theory developed in the last two decades, and that seek a paradigm for rhetoric that will take into consideration changes in attitude and knowledge. (HOD)

Presents a case study focusing on a gifted student writer whose shyness and strong personal commitment to her writing is not well suited to the atmosphere of peer writing workshops. (MG)

Discusses the problems (and some causes) in the writing of Asian college students. Interviews college English professors who have taught Asian students. Suggests methods to help Asian students be more successful in composition classes. (SR)

Presents an exploration of research that benefits a community college English department as it reconsiders the theoretical foundations of its curriculum. Notes how the department crafted a curriculum that was not only inclusive but responsive to the students taught. Concludes that writing is only lasting when it is intertwined with the lives and…

Proposes a rationale for adopting a theory of rhetoric and composition, delineates a set of assumptions underlying the formulation of such a theory, and discusses four recently proposed theories. (CRH)

Describes a study of students' anxiety levels in the writing classroom. Results indicated a significant rise in anxiety level for "writing papers for grades," and a marked fear of failing a test. (HTH)

Describes a classroom study which found that mixed-sex collaborative writing pairs can be used effectively in the classroom to help students bridge the gender gap in their own writing. (SR)

Asserts that feminist pedagogy is compatible in many ways with current composition theory. Shows how feminist pedagogy can offer an alternative perspective on the problems of evaluating student text. Includes results of the author's research into the evaluation process. (PRA)

Claims that holistic scoring for schoolwide assessment of writing proficiency is influenced by the disciplines represented by the faculty readers. Describes in detail the findings of a study designed to measure reader bias in evaluation, a phenomenon suggested by reader-response theory. (HB)

Reviews Moran and Lunsford's biographical contribution to the field of rhetoric/composition, which includes 16 bibliographic essays and two appendixes. Notes that the book covers cross-disciplinary concerns and pursues important secondary subjects in composition. (EL)

Suggests duplicating the depth and texture of real-life writing in the classroom by using the college organization and its functions to create more accurate writing assignments. (CRH)

Reports the results of a study indicating the anxiety of returning students is not as high as instructors think it is and that returning students experience a greater reduction in writing anxiety than do regular students in a freshman composition class. (AEA)

Describes a study designed to test whether any teacher's approach to freshman composition improved student writing by holistically scoring student writing samples. Discusses the results, reactions, and implications parallel to a story of a trip to an ancient Greek temple. (HTH)