Presents an overview of cultural studies and composition. Shows how a Berlinian heuristic is enacted in three areas of the cultural studies/composition classroom: in the positioning of the cultural studies/composition teacher; in the revamping of the Berlinian heuristic; and in the integration of "arrangement" as a major issue in a…

Considers the nature of today's changing society in order to determine how writing centers can continue to be viable parts of academia. Discusses issues such as helping students integrate technology into their writing processes, and present and future demographic changes. (NH)

Suggests that nonfiction, in the world of books for children and adolescents, has been far too narrowly (and too negatively) defined. Describes the author's nonfiction writing as "creative nonfiction" and demonstrates how she incorporates real life experiences, intensive personal reflection, and intensive research in her books. (SR)

Discusses 10 books as resources for teachers and educators--books that focus on the creative processes of authors and illustrators (providing insights into literature), and books that offer readers a behind-the-scenes look at how some well-loved books originated. (SR)

Interviews Newbery Medal winning author of children's books Karen Cushman about her personal writing process and history. Discusses her early writing experiences, changes at age 50 through which she became an author of children's books, her inner journey as she brings a story to life, and her special writing place and time to muse and do careful…

Notes that the process of electronic conferencing can result in activity not readily apparent as leading to productive writing behaviors, which reintroduces the tension between process and product into composition studies. Argues for a broader notion of writing and urges attention to the transformative power of electronic conferencing to enable…

Examines one aspect of elaboration in student writing as a product of the encounter between writers and readers. Studies a stratified random sample of student placement tests. Finds patterns that correlate significantly with readers' evaluations of texts. Concludes these patterns are two strategies for managing discursive conflict in this…

Considers the problems associated with writing historical fiction for young adults. Discusses problems of definition, "truth," balance between historical details and fictional elements, accuracy, and provenance. Discusses how such writing negotiates the fine line between contemporary sensibilities and historical accuracy, offering a lens…

Discusses both the need for guides to women authors and their preparation, from the point of view of an author of a guide to books by women writers and a guide to books with major female characters. (RS)

Uses the technique of collage to analyze and illustrate Francesca Lia Block's use of that technique within and across her books. (RS)

Presents the author's (she is a well known poet, essayist, and fiction writer) 10 commandments of writing that portray writing as a moral force, an ethical practice, and also mundane plain and simple hard work. The commandments are in the form of quotes from famous writers. (SR)

Draws on the complementary processes of writing and photography. Suggests a theory and method of instruction employing visual and metacognitive strategies to aid students in discovering unseen details and meaning when writing descriptive prose. (RS)

Presents a discussion among a group of 12 doctoral students, recent PhDs and dissertation advisors. Considers why dissertation committees are not encouraging composition and rhetoric students to write innovative, tradition-challenging dissertations. Notes that educators should pay attention to tensions among styles and identities. (SG)

Describes how the author's life has been one long adventure with language, and how the distinction between reading and writing blurs into a continuum of words, images, and ideas. Describes his first ventures towards reading, which began by engaging in the spoken word with his mother. Describes his writing processes, and the six-part story form he…

Explains how a teacher used tape--pieces hanging from her hair, her desk, and student desks--to help students remember some of the principles of writing represented in the acronym TAPE: topic, audience, purpose, and elaboration. (TB)