This qualitative case study documents a secondary English teacher's making, writing and teaching. The focal teacher engaged in diverse making practices -- including composing, crafting and digital fabrication. She also participated in a National Writing Project (NWP) Summer Institute that focused on both teacher writing and digital composing. Data…

Writing, as an advanced model of output, not only conveys the subject but also realizes the communication between readers and writers. Metadiscourse can help writers arrange and organize the discourse to influence readers' understanding of the text and their attitude towards its content. Taking writing samples of College English Test Band 4…

Offers definitions of some jargon terms frequently used in the composition research and teaching field. (HTH)

Discusses the ongoing dialogs concerning paradigm shifts in education, especially with regard to English instruction. Describes one teacher's experiences with the issue of paradigm shift in the form of a blues song. Shows how teachers can move beyond the questions of paradigms. (HB)

Provides a comprehensive bibliography of recent articles and monographs related to the general issues of writing centers. (HB)

Concludes that there is some congruence between the majority of Nova Scotia's English teachers' beliefs about writing and some aspects of current research findings concerning the writing process. (AEA)

Discusses how the notion of genre has recently been reconceived by theorists. Questions whether the explicit teaching of genre features and rules enhance the acquisition of such genres by students. Provides tentative responses to this question. Argues for more focused research of this question. (HB)

Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Reviews Freedman's argument. Disagrees with Freedman's conclusion that explicit instruction is not useful. Argues that research indicates that explicit instruction of genres can be beneficial to students. (HB)

Responds to two critiques of her own article published in the same issue of the journal. (HB)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)

Discusses Mikhail Bakhtin's interest in ethical action and response, or "answerability," and its relevance for composition studies. Examines how Bakhtin has been used to authorize various research in composition studies. Shows how composition instruction might be undertaken as influenced by answerability. (HB)

Discusses how English instruction has changed in recent decades, and questions whether the changes constitute a real "paradigm shift." Outlines the historical discussion regarding the changes as paradigm shift. Shows how paradigms have often come into sharp opposition through cultural exchanges. Advocates a constructivist paradigm. (HB)

Presents a transcript of an interview with the British logician and philosopher Stephen Toulmin. Covers aspects of his various books. Relates his thoughts to the field of composition studies. (HB)

Discusses how linguistic theory can usefully inform writing research and pedagogy. Reviews the historic interrelations between linguistics and writing research. Considers some examples of how linguistic theory has been successfully translated into writing in its discourse context. (HB)

Presents a sampling of the issues contained in the rhetoric and composition papers presented at the Modern Language Association at the end of the nineteenth century. (EL)