This dissertation considers how English for Academic Purposes (EAP) instructors can reimagine notions of academic writing by exploiting multimodal texts in ways that invite students' fuller language repertoires into the classroom. Using ethnographic data collected during the Spring 2022 semester of a college EAP class, this study argues that a…

Discusses the issue of the instructor's role in the classroom with respect to David Bartholomae's "Inventing the University." Suggests an approach informed by the literary and anthropological theories of Rene Girard. Deals with Girard's views on mimetic desire. Asserts the double-bind of this view--"imitate me; don't imitate…

Observes that writing students are often confronted with a great many variables that preclude their attention to specific stylistic details. Explores professional journals that suggest that students in content areas also experience the same difficulty when confronted with abstractions or contexts different from those taught in the classroom. (HT)

Diagramming composition as a control structure allows us to see the interaction between process and product and to discover that composition is not a linear process but starts and stops, returns and fixes, and moves ahead. In the interaction of three factors--the real world, the writer, and the reader--a text is produced. The objects, social…

Looks at the nature of introspective accounts and the usefulness of such accounts in studies of the composing process. Concludes that retrospective journal accounts are a rich source of information because they permit consideration of the complex context in which composing occurs. (FL)

Argues that, during writing instruction, students must be given the opportunity to go public with their composing processes. Discusses the theoretical structure of Robert Zoellner's pedagogy, and recommends its use for teaching the writing process. (PRA)

Examines Robert Zoellner's talk-write pedagogy in the context of what composition researchers and theorists are saying, with the aim of showing the cogency of Zoellner's ideas. Examines his application of the tenets of behavioral science as the basis for his talk-write pedagogy. Discusses modeling and the question-and-answer of the pedagogy. (PRA)

Asserts that there is a need for writing teachers to reevaluate the metaphors they use to think about composition. Retraces the steps taken by Robert Zoellner in 1969 to reconsider the instrumental metaphors used by composition theories in the 1990s. Offers a criticism of the writing process model proposed by Linda Flower and John Hayes. (PRA)

Notes the connections between the process of writing and the process of intellectual discovery. Reviews some studies of the inquiry process and applies their results to the goals and methods of teaching composition. (RL)

Topic knowledge, discourse knowledge, and contextual awareness are now considered crucial for "good writing" by many writing researchers. It is time for writing instructors to stop conducting composition classes as though substantive knowledge is a far lesser issue than "rhetorical skill." Composition teachers can offer…

To explore the relationship between inquiry and composing, a study interviewed 14 faculty members from several disciplines at the University of California at Santa Barbara, inquiring about the natural history of their research projects; where their ideas originated; what they did with those ideas; where their research took them; and what was the…

Argues that little is known about the teaching of writing beyond what good teachers have always known: that some students learn without teachers; that some students learn if they are given simple assignments, have their papers read with respect, and are taught the few simple things that can be demonstrated simply. (RS)

Describes a 10-stage process approach to teaching technical students "definition." Includes an assignment that encourages the use of the defining process. Discusses advantages of the approach. (PRA)

Asserts that, although computers pose no threat to reading and writing as modes of learning, knowing, and telling, they represent an attack on the Western tradition of textuality. Argues that instructors are needed whose literacy connects them with the orality of the past and bridges their present experience to the textuality of the future. (PRA)

Offers an annotated bibliography of 142 dissertations, journal articles, and documents published in 1990 and 1991. Contains material on writing, language, literature, and teacher education. (PRA)