Discusses the potential usefulness of German critical social theorist Jurgen Habermas' theoretical framework for writing teachers to use as an aid to reflecting deeply about what they practice. (SR)

Defines portfolios in terms of their uses in university writing courses. Summarizes teachers' experiences in implementing portfolios in departments that have not adopted portfolios. Reviews common complaints and questions writing teachers have about portfolios. Describes and gives examples of student portfolios. (RS)

Describes a self-study in which a group of part-time composition instructors examined their practices for commenting on students' papers. Concludes that their commenting pedagogies had more to do with ubiquitous political ramifications of being marginalized part-timers or temporary appointees than they would have liked to admit. (RS)

Describes and analyzes a process for the training of in-service teachers of first-year college writing courses, based on reciprocal classroom visits of writing teachers. Argues for the value of these peer visits for both visiting teacher and visited teacher, engendering reflection as well as direct learning as apprentices. (SR)

Analyzes college writing teachers' dialog learning logs. Finds that groups of teachers developed particular learning foci. Discusses response patterns in log writing and in group interactions. (SR)

Finds that the amount of teacher talk in individual writing conferences becomes a problem only when the student is not allowed to be in control (in terms of ownership of the agenda). Suggests that teachers use their expertise and what students have to say to create appropriate pedagogies. (RS)

Describes the annual Puget Sound Writing Program Institute for Teachers of Writing. Explains that teacher-participants, who were assigned to discuss in writing their writing processes, challenged the program codirectors to do the same. Includes a codirector's notes on her thoughts about writing. (SG)