Introduces the topic of student-centered pedagogy as it relates to the college composition classroom. Describes current theories of how to adapt collaborative learning models to the classroom. (HB)

Compares the current use of prose models to those developed by the Greek Sophists. Outlines problems with using professional writing excerpts as examples of rhetorical modes when they were not written as such. Argues that composition texts based on prose models err by implying that all writing fits into modal categories. (HB)

Compares and contrasts the collaborative-writing workshop models of Kenneth Bruffee, Peter Elbow, and James Moffett. Notes that although all profess an epistemic approach to writing instruction, their views about student potential and ability and the teacher's role are quite different. (MM)

Argues that knowing something about students' cognitive strategies can help teachers to match their teaching to their learning. Reports on a study that investigated students' cognitive strategies. (FL)