Discusses some basic linguistic concepts as they relate to the teaching of composition courses. (TO)

Examines the thread of the rhetorical tradition, from ancient through eighteenth-century to modern times. Considers the implications for composition research and instruction that stem from such a review. (RL)

Attempts to show how the new rhetoric does not partake of the error that deceived the linguists who tried to use their subject to teach writing and how it comprehends its own grammar of pedagogy. (Author)

Pleads for ethics as a dominant concern when teaching the informative writing process. Explores the problem of teaching ethical writing (discourse combining the best qualities of moral, intellectual, emotional, and practical character), especially regarding how generalizations are to be supported by illustrative details, evidence, and examples.…

Suggests five criteria against which any revised approach to research writing ought to be tested. Concludes with some general remarks about the shaping of future courses in research writing. (RL)

Provides 22 "crots" (brief independent and discrete units of sentences without transitional devices) and discusses the "crot" as a rhetorical form. (DD)

Maintains that to truly liberate students, teachers must get beyond the binary oppositions (capitalism/Marxism, individualism/collectivism) that characterize Western thought. Advocates helping students learn to accommodate and resist both sides of such dichotomies. Suggests how to do this in the writing classroom. Discusses Edward Sampson's recent…

Argues that, in understanding creativity and the process of composing, it is helpful to think in terms of the metaphysical concept and while polar opposites appear to be contradictory, they are part of the same whole. Suggests some polarities that help in understanding the creative process in writing. (TJ)

Laments the trend toward the simplistic and plain styles of writing. Offers English teachers reasons for endorsing elegance as an alternative to stark plainness. (RL)

Describes a team teaching approach to teaching writing across the curriculum. (RL)

Discusses the variety of approaches to the teaching of writing and encourages teachers to ask the necessary difficult questions in designing their courses. (DD)

Reviews eight of the currently available freshman English handbooks, inspecting the section devoted to paragraphing and concluding that the inclusion of new information based on recent scholarship indicates updated methods and material throughout the text. (TO)

Lists several research resources and discusses some implications of research for the teaching of writing. (TO)