In this article, the author talks about the college writing center, which is a place of political confrontation, where cultural issues involving dialect and values are probed, contested, and negotiated. He suggests a post-process approach to composition--one that ushers writers into a world of exploration and social engagement--one that transcends…

In the current scholarship several possible routes exist to help students look more carefully at the world around them and become more savvy consumers, thoughtful citizens, and sophisticated communicators. One of the most promising avenues for teaching students the situatedness of both writing and of the self is ethnography: a method of inquiry…

This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

Our students need to be able to adhere to standard written English to succeed in their other classes and to get jobs at the end of their schooling, and it's the responsibility of writing teachers to help them do so. In this article, the author provides a research-based theoretical underpinning for effective grammar instruction as well as several…

This instructional note describes the process of rotating teacher participation in peer workshop groups and how this practice can enhance the workshop group dynamics, ease instructors' grading loads, and improve the level of peer feedback and draft revision in composition courses. (Contains 1 end note.)

Encouraging students to be more vocal members of the response sequence can assist teachers in writing stronger comments on student texts. The author conducted a small-scale study of students' reactions to response formats, finding that students preferred formats that allowed teachers to elaborate on their comments, displayed teacher effort,…