Writing educators have long sought to disrupt academic convention. However, we currently know little about students' affective experiences when they are asked to compose differently. This article explores the results of a research study to illuminate the feelings and attitudes students experience when convention is disrupted and offers pedagogical…

For the past few decades, composition researchers have devoted critical attention to studying the ways that African American students employ Africanized linguistic and rhetorical patterns successfully in expository writing situations. More recently, research has focused on the use of African-based rhetorical patterns, since the use of African…

Describes a method of teaching professional expository writing skills in which a teacher wrote to real professional people, some famous, and asked them to become "clients" for first-year student researchers by requesting specific information. Argues for the feasibility and success of this project. (HB)

Reflects on a thematic section on "The Status of Women" taught in a freshmen writing class. Discusses the resistance of the author and students and the angered and impassioned writing that arises when texts challenge the ideologies of readers. (MG)

Describes the work of Barrett Wendell, a composition teacher at Harvard in the late 19th century, giving particular attention to his idea of writing themes--short writing assignments on topics students choose themselves. Reviews one particular student's struggle with Wendell's writing themes. Examines Wendell's political challenges at Harvard as a…

Discusses the experiences in working with the basic writing curriculum presented in "Facts, Artifacts and Counterfacts: Theory and Methods for a Reading and Writing Course." Discusses reasons for selecting "Facts" as a model for the basic writing program and the rationale for making modifications that renders it more applicable…

Suggests that using sociolinguistics as the subject of a semester-long course leads to real and exciting research rather than technically correct but lifeless "dummy runs" for real research in freshman composition courses. (MG)