Examines brain hemisphere theory and research as it relates to writing. Advocates further research into cerebral hemisphere functions and writing. (MM)

Argues that the principles of stasis and kairos belie the reputation of classical rhetoric as obsessively individualistic and that they point toward a social constructionist foundation for classical rhetoric. These principles are strikingly similar; both act as controlling principles of rhetoric and determine both the generation and aim of…

Summarizes the discussions and conclusions of the 1988 Conference on College Composition and Communication Research Network workshop. Suggests issues that should be addressed by the group in future meetings. (RAE)

Details a review of collaborative styles of professional writers. Notes that some Society of Technical Communication members reported an often hierarchical collaborative process, whereas respondents within the Modern Language Association seemed suspicious of collaboration. Reveals, however, that a dialogic collaborative mode subverting the status…

Argues that rhetorical history serves composition studies in two ways: 1) it provides the field roots and self-definition; and 2) it provides the kind of hard knowledge that puts the field in context. (JAD)

Describes a series of studies of both student and professional writers. Concludes that writers' emotions change discernibly when they compose. Finds intensified positive emotions (such as excitement and happiness), weakened negative-passive emotions (shame and boredom), and less variable negative-active emotions (including fear and anger). (SG)

Discusses Janet Emig's experiences with sexism in academe in the 1950s and 1960s and her composing process theory in the 1960s. Addresses pedagogical implications of her composing theory, cognitive development as a factor in composition pedagogy, and publication of the monograph. Discusses criticism of the monograph, and suggests that it…

Considers McPhee's explicit statements on nature and environmental issues as well as the implicit environmental appeals in his essays. Suggests that in the complicated and volatile minefield of modern environmentalism, readers need an expository guide like McPhee who is not only open-minded but informative, discerning, and reliable. (RS)

Asserts that behind the issues of reliability and validity and ethnographic storytelling lurk the definitions of ethnography. Discusses ethnography's position in writing research and the author's problems with reconciling ethnographic research with positivistic methods. (PRA)

Reflects on the nature of composition studies as a discipline, first delineating some of its distinctive features and then discussing advantages and dangers associated with these features. (FL)

Reports on a study that examines the validity and usefulness of Rogerian rhetoric. (FL)

Explores the content of advanced composition courses for upper class college students. Suggests that in addition to concentrating on the student's own writing, it would be valuable if such courses included materials from rhetoric research to make students aware of the history and traditions of the field. Cites recommended materials. (RBW)

Discusses the reason for the delay of designing and executing a case study method for writing center tutorials. (EL)

Presents a technique called the rhetorical precis, a highly structured four sentence paragraph that records the essential rhetorical elements of a unit of spoken or written discourse. Argues that this form reinforces learning, reading, questioning, and evaluating course material. (RS)

Asserts that more revisionist work is going on in rhetoric in the 1990s than before and that it is easier to see how the traditional, white-male-elite version of rhetoric might be reconstituted in less exclusionary forms. Focuses on needed research on women and rhetoric. Outlines some ways in which feminist research in rhetoric might proceed. (PRA)