Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Contends that student affairs professionals must stop debating the issue of their professional existence and accept their professional assumptions, beliefs, and roles as legitimate co-equals in the academic enterprise. (NB)

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Examines the status of student personnel services as a profession. Discusses three basic approaches to looking at student personnel services as a profession. Concludes that student personnel workers are professionals working…

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Acknowledges student personnel professionals' preoccupation with the question of their professional identity. Considers the importance of this question and asks how the question affects job performance of student affairs…

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Commends the comprehensiveness of Rickard's model in providing fairly complete overview of multiple roles, skils, and theories which contribute to understanding of the student affairs profession. Recommends some changes in the…

Examines and discusses several fifth-/sixth-grade students' written responses to literature in terms of what they reveal about the writer's knowledge and understanding of how literary texts work. Suggests that students' written responses to literature can provide invaluable pedagogical information and support to encourage children in their growth…

Describes a textbook approach to teaching literature that deemphasizes recitation and emphasizes transactions between readers and texts, involving readers' personal knowledge, emotion, and experience. Sets up a reading plan including prereading, postreading, personal response, and shared response. (TB)

Suggests that literature is central to teachers' personal lives and to their teaching; literature connects readers to the lives and perspectives of others; sharing transactions and interpretation in literature study enriches personal and classroom life; and literature has the potential to change attitudes and values. (RS)

Describes how students in secondary classrooms create artistic "symbols" in response to literature, thus becoming a connection between a student's interpretation of meaning and an author's text. (SR)

Discusses responsive reading, resistant reading, and dialogical reading in literature instruction. Uses William Carlos Williams' short story, "The Use of Force," to illustrate these reading processes, in particular that of dialogical reading. (SR)

Presents a ninth grader's written responses to Adrien Stoutenberg's story "Reel One." Describes the authors' senses of the student's readings of the story. Summarizes reflections on the authors' evaluations. Invites other teachers to do the same. (HB)

Responds to previous articles by Avis, Kaufman, and Bograd on role of marital and family therapists in dealing with family violence among clients. Considers articles' emphasis on neutrality, asserting that abusers must both be understood and held accountable. Discusses shortcomings of previous articles and concludes that multiple approaches are…

Articulates two different conceptions of writing that come from ancient Greece (classical and sophistic) and uses them as a field in which to compare two writing scenes involving reader response and software documentation. Explores whether these scenes are the same, similar, or absolutely different and whether they imply similar, different, or…

Reiterates some of the major tenets of reader-response theory. Describes the "writerly" text as a source of activity rather than of meaning, and examines Gary Paulsen's "The Winter Room" as an example of the active writerly text. (SR)

Asserts that audiotape commentary on student papers should not be considered a panacea for composition teachers. Argues that, although its effectiveness always depends on a greater dialogic context, it can be a collaborative, enabling method for reader and writer to exchange information about intention and effect that exceeds the limitations of…

Notes that subject of transgenerational patterns of suicide attempt calls for examination of variables extending beyond those examined in previous article (Sorenson and Rutter, 1991). Considers possible significance of such variables as respondent's income, employment status, and length of residence in the community. Contends that scales assessing…