Suggests that an ongoing commitment to engage in theory talk will have more intellectually exciting consequences than building a comfortable fort out of theoretical tools of reading and writing acquired in graduate school and then tenaciously defending that territory against waves of sinister assistant professors until retirement. (MG)

Examines three contemporary taxonomies of revision as proposed by Wallace Hildick, Lester Faigley and Stephen Witte, and Sondra Perl. Uses literary and cultural theory to bridge the gap between these theories and students' revision practices. Argues that while revision may be prescriptive, it must also be subordinate to the writer's intentions and…

Demonstrates the prevalence of the problem of educators consensual, conventional characterization of language. Suggests an alternative, more dynamic way to describe social groups, and shows how this alternative can be used in the writing classroom. (PRA)

Shows how to use William Perry's developmental model, which addresses a student's ability to confront conflicting values and belief and use conflict as a tool of integration and growth, in a writing classroom that allows students to learn both enabling skills that help them communicate through writing and instrumental learning skills that spur…

Argues that, in their roles as responding audiences for student writers, teachers need to be clear as to whether they are taking the perspective of writer or reader. (FL)

Proposes a model for building the self-concept or self-esteem of students through carefully designed writing assignments that emphasize persona. Includes four writing assignments. (RAE)

Asks whether concerns over helping students enter the academic discourse community are not at odds with the pedagogical aims of the interpretive community of the classroom. Suggests that teachers engage students in a dialogue that respects the complexity and value of both student and academic discourse. (RS)

Demonstrates the significance of intertextuality theory to rhetoric by explaining intertextuality, its connection to the notion of "discourse community," and its pedagogical implications for composition. (FL)

Discusses Barrett Wendell's theory of discourse, including a critique of his definitions and an assessment of his discourse scheme. Challenges the image of Wendell as a technocrat who never rose above a consideration of style to examine more significant rhetorical issues. (MG)

Proposes a new way of discussing the writing process by drawing a line between Piaget's cognitive egocentrism and Vygotsky's inner speech. (FL)

Criticizes views of literacy represented by Hirsch, Farrell, and others for assuming (1) the priority of alphabetic literacy over the social uses of orthographies; (2) a stable external world; (3) that literacy can be taught by skills instruction; and (4) that teachers are the centers of authority. Argues with reference to theoretical linguistics,…