This article presents a constructivist writing placement framework, developed from the study of two pilot iterations of a local writing placement mechanism at a large public research university. Through preliminary analysis of data from these pilots, we present a model of constructivist writing placement and demonstrate how it helps move…

This article explores the literacy narratives of two "gamers" to demonstrate the kinds of literacy skills that many students actively involved in computer and video gaming are developing during their play. This analysis becomes part of a larger claim about the necessity of re-visioning the place of gaming in composition curricula.…

Recounts a conversation with author Ken Kesey. Describes a year-long graduate writing course in which Kesey and his students collaborated on a novel. Explains how the novel was written and how characters and plot were developed. Suggests that, if available to the class, computers would have simplified the writing. (SG)

Describes an advanced composition course involving individual projects which encourage collaboration. Outlines the class, describes how selected students have responded to different elements of it, and comments on what the teacher has learned from it. (SR)

Examines the differences between peer response groups and writing tutorials. Gives a brief history of each, and discusses them in terms of determining goals, setting the agenda for collaboration, and methods. Offers some cautionary reminders. (SR)

Considers the role of the writing center within the context of a large writing program. Describes how the adoption of a portfolio system of grading at the University of Southern California focused attention on this issue. Narrates the changes brought about by the adoption of a portfolio assessment system. (HB)