Discusses autobiography. States that the author, in writing autobiographical poems, is motivated by a desire to inscribe the memory, to fend off forgetfulness, to stake a claim for significance by shaping a story that signifies. Illustrates with various autobiographical poems. (PA)

Describes ways in which the prologue can be used in the classroom to illustrate the basic five-step outline of the essay. (KS)

Reflects on the connections between narrative and lived experience, focusing particularly on a set of three dyads that suggest a relationship of tension: (1) storing life/storying life; (2) truth/fiction; and (3) collection/selection. (TB)

Details the author's struggle to come to terms with the separation between her public/academic writings and the lifelong history of private, personal writings. Explains that in attempting to validate herself as a writer, she seeks to connect, to tie, to know, and to "sew" her experiences with those of other female writers. (TB)

Presents and analyzes four samples of Saskatchewan spoken English, concluding that a lot of interesting material expressed in ordinary speech and language is being ignored in educational institutions. (Author/DD)

Contemplates autobiographical and creative life writing and journalizing, which contribute to the knowledge of the particularities of feminine experience. Discusses six different facets of feminist, autobiographical, and postmodern writing or teaching. (PA)

Explains how female preservice teachers describe their covert reading histories in assigned autobiographical narratives. Uses textual devices borrowed from Bertolt Brecht to show how preservice teachers can critically analyze the assumptions underlying their understanding of their early reading experiences. (TB)

Argues that a major component of writing programs at all educational levels should be "lifewriting," including biographical, anecdotal, and expressive modes of discourse. Outlines reasons for viewing lifewriting as a valuable component of writing instruction. Provides a basic framework of three diverse programs utilizing lifewriting. (HB)

Outlines a program in journal writing and self-assessment for college students. (AEA)

Describes the experiences of the participants in a graduate course called "Research in Written Composition" that nurtured the exchange of writing among teacher and students. Narrates the experience of one student and the instructor as a record of an empowering relationship and presents numerous excerpts of their journal writing. (HB)

Suggests that the power of autobiographical writing, as part of teachers' reflection and theorizing, is in its potential for rethinking teaching and schooling from a critical and feminist vantage point. Maintains that an autobiographical approach keeps alive a woman's sense of the problematic nature of all theoretical discourses and works to test…

Reports on a study of eighth graders who were given a series of lessons in which they were asked to write narratives about themselves. Suggests that "lifewriting" helped students, especially English-as-a-Second-Language students, to understand themselves and their pasts better and helped them to become more engaged by the possibilities of writing.…