Introduces articles in this issue, which examine the ways in which teachers and students have come to use reflection as part of the learning process. Reflection, as a category in Kolb's experiential learning cycle, is the tenth core practice in the Foxfire approach to experiential learning. Reflection is "...some conscious, thoughtful time to…

Offers a poet's reflections on writing and his schooling. (PRA)

Discusses how to make better indexes for online documentation. (SR)

Offers examples of what can happen when writers try to be impressive, and instead are vapid, grandiloquent, opaque, or absurd. (SR)

Makes suggestions for editing technical proposals. Discusses the marketeers, the hierarchy of hype, how to save days, managing story boards, expediting a laborious process, teaching engineers to write, writing incrementally, the art group, and the editing task. Argues that the best proposals come from starting to write early. (SR)

Shares a Bakhtinian reading of a student paper to illustrate how to help students uncover discourses and their points of intersection and weigh the claims of each as they work toward developing a consciously critical point of view on what they read through what they write. (MG)

Offers comments from seven published "Reading Teacher" authors who have school affiliations on their experiences writing for professional publications. Encourages colleagues around the world to take the risk to likewise engage in this process. (MG)

Describes the author's growth as a writer (she is a well-known children's author), telling stories of her family history and her own life that provides her characters and her plots. (SR)

Discusses how children's authors Norma Fox Mazer uses stereotypes creatively to fight stereotypes, using examples from several of her books. (SR)

Outlines a theoretical perspective to account for how the writing that adults produce and use appears to get done, what it seems to be, and how it apparently functions in contemporary culture. Argues for a conceptualization of writing that is predicated on broader and more realistic understandings of text and writing than have generally informed…

Reviews the research literature to show that academics and practicing editors do not share the same view of the editing process: academics emphasize "intentional diagnoses," and practitioners perform "rule-based" editing. Discusses editing in the workplace, and notes that the editor can be of most service to the writer through involvement in the…

Tests the supposition that male and female writing styles differ, using 88 college students as subjects. Finds that the writing of men and women is far more similar than different. Finds that differences resulting from mode of discourse were more widespread than differences resulting from gender. (MG)

Presents the poetry of a talented 13-year-old student. Describes how the teacher's writing workshop helped the young writer to flourish. (PRA)

Examines models of composition constructed by William Perry and by Mary Belenky. Notes that the Perry model and the Belenky model highlight different perspectives, mind sets, and attitudes. Concludes that the positions mapped by both schemes act as a filter through which teachers can view their students. (RS)

Focuses on the widened perspective of network writing and offers ways to understand its value to the writing classroom. (MG)