Suggests how autobiography defines itself as a system of voices, with the author in a dialogic relationship with the elusive nature of language. Argues that autobiography is a sophisticated form of composing, appropriate for the advanced composition class. Suggests that autobiography can create a memorable educational experience. (RS)

Presents a collaborative essay by a writing teacher and a writing student in which they try to make sense out of a situation in which the student was fired from her off-campus job for what she had written in the context of a writing assignment in the university setting. (PRA)

Outlines a set of terms which can be used (in sequencing writing assignments from simple to complex) to make distinctions between kinds of sequences and notions of complexity. Shows how these terms allow teachers to understand the logic of various sequences, compare and contrast related sequences, and evaluate the concept of assignment sequence.…

Explores rhetorical specification in writing tasks by examining responses to a poorly constructed task used in large-scale placement testing at a major university. Argues that fictional scenarios (writing prompts which give student writers a role to play) can be effective, provided that the roles created are reasonable ones for students to adopt.…

Argues that when the context supports sustained writing, both assigned and self-designed tasks can foster learning and commitment to writing. Reports on a case study of two graduate students in two universities. Finds that sustained writing, both of instructor- and self-designed tasks, can lead to positive intellectual and affective changes. (RS)