"Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching" takes an expansive look at the discipline of writing studies, arguing for the centering of the field's research and service on first-year writing, particularly the "new majority" of college students (who are more diverse than ever before) and those who…

How do teachers identify the potential for greater depth writing and encourage children to meet their full potential? This book was created by people who are not only passionate about primary education, but who are also leading experts in their own particular areas. They have made use of their wide experience to offer practical guidance on greater…

This program profile describes recent changes to the process for preparing graduate teaching instructors (GTAs) in North Carolina State University's first-year writing program. The authors--one a nontenure-track faculty member and the other a tenure-track faculty member--describe the philosophical, ethical, and practical concerns in scaling…

Offers 95 questions for writing teachers to ask themselves concerning their writing habits and the writing instruction they offer to their students. (MG)

Suggests it is commonplace among rhetoric and composition faculty to expect those who assume discipline-related administrative positions to become vulnerable at tenure time. Looks closely at the problem of gaining tenure in English departments when one is not a literary specialist. Suggests several possible approaches to establishing a successful…

Presents a revised version of a talk given at the 2001 meeting of the City University of New York Association of Writing Supervisors. Offers a critique of current use of metaphors of community in teaching writing as both utopian and confining. Suggests alternate ways of imagining writing and teaching. Proposes three counter-concepts to community:…

There is a special three-way balance in responding to student writing: one must be compassionate, have a vision for improvement, and be capable of confronting and cajoling students to help them maximize the possibilities of revision. This book presents some of the best examples of how writing teachers approach the delicate equilibrium of student…

One of the most important advantages to using literature with developmental writing students is that some pieces can be used as illustrations of important rhetorical principles and strategies that the instructor would like students to use in their own writing. The most important reason to use literature has to do with its usefulness as a source of…

Solicits the opinions of W. Ross Winterowd, the educator/scholar who established the Rhetoric, Linguistics, and Literature Program at the University of Southern California in the early 1960s, as to the current state of the profession. (PA)

Presents guidelines intended to improve working conditions for more effective administration of writing programs and guidelines for developing writing program administrator job descriptions. (RS)

Suggests several ways that part-time writing faculty can improve their situation both in the classroom and in their relationship to the college. (SR)

Complains that, even though composition instructors beg their students to improve their writing style, much professional writing is stylistically dense and unreadable. Questions whether writing teachers can teach style or whether asking for sentence variety is useful. Criticizes the treatment of style and sentence variety in composition textbooks.…

Suggests that technical writing teachers pay closer attention to how students constitute an active and demanding audience. Profiles three different, yet representative, types of technical writing students: institute of technology students, industry students, and liberal arts students. (MG)

Discusses how what started out as a term project on a female Canadian artist changed the way the author writes poetry and how she teaches her students. Suggests that, rather than acquisition of knowledge being the primary focus of school, students need to be in conversation with knowledge--composing and creating their own understandings with…

Discusses the ideological dimensions of writing instruction software. Discusses errors and assumptions of choosing software for writing instruction. Suggests that all software decisions must be tested against the instructor's own self-conscious and informed understanding of the goals of writing instruction. (RS)