Examines faculty attitudes toward student writing. Finds a number of positive changes in faculty attitudes about writing after the implementation of an interdisciplinary program designed to improve students' communication skills. (RS)

Analyzes two ancient Egyptian technical texts, the Edwin Smith Surgery Manual and the Ebers Manual, to identify complex rhetorical dynamics that present or encourage substantive reformulation of medical practice and thinking within a strongly conservative, authoritarian culture. Shows how the ancient Egyptian rhetorical forms allow for challenges…

Reviews an eclectic collection of research evidence on cohesion and redundancy. Notes that much research is in progress in these areas and that there are presently some conflicts in the findings. Concludes that the author's own tentative findings suggest strongly that cohesion and redundancy are important to the linkage between reader and writer…

Identifies a particular class of explanatory discourse, and proposes hypotheses about the types of knowledge likely to be associated with skill in this genre. Finds that variations in accuracy and adaptiveness of students' explanations were partially accounted for by measures of topic knowledge, social cognition, and discourse knowledge. (MG)

Explores rhetorical specification in writing tasks by examining responses to a poorly constructed task used in large-scale placement testing at a major university. Argues that fictional scenarios (writing prompts which give student writers a role to play) can be effective, provided that the roles created are reasonable ones for students to adopt.…

Argues that when the context supports sustained writing, both assigned and self-designed tasks can foster learning and commitment to writing. Reports on a case study of two graduate students in two universities. Finds that sustained writing, both of instructor- and self-designed tasks, can lead to positive intellectual and affective changes. (RS)

Critiques the notion that ethnographic methods enable writing researchers to "know" about the construction of knowledge in the communities they study. Maintains that a radical self-critique would reveal that ethnography is not mainly an empirical methodology but more a rhetoric wherein researchers discover as much about themselves as…

Reflects upon the 40-year history of the Conference on College Composition and Communication. Calls upon conference members to "compose themselves," both historically through awareness of those who have studied writing in the past and subjectively through knowledge of those who have taught writing. Identifies characteristics and goals of…

Reviews two recent studies of the effects of using word processing as part of the instructional process in writing. Concludes that neither study gives unqualified support for the use of word processors in the teaching of writing. Notes that this column will continue to review these kinds of studies. (RS)

Presents the findings and pedagogical implications of a study that focused on intellectual orientation and multiple-source writing. Suggests that first-year college students who write from multiple sources can approach divergent points of view from a variety of intellectual orientations. (MG)

Discusses research on the role of teacher help in process-oriented writing instruction. Maintains that, as students become more competent writers, teachers must withdraw as collaborators, or students will not become independent writers and process-oriented instruction will become another form of product-oriented instruction. (SR)

Reports a study of teachers' and writers' interpretations of scenario assignments. Finds that, among the three groups tested (graduate students trained to teach rhetoric, academically successful undergraduate students trained as tutors, and entering freshmen) experienced writers' interpretations adhered most closely to the interpretive community's…

Examines writing samples of male and female authors in grades K-12 to determine the frequency of male and female characters, the number of and types of attributes given to male and female characters, and the number of and types of roles assigned to male and female characters. (MG)

Focuses on how written records are created during calls to a Poison Control Center. Describes the relationship between writing and speaking in this bureaucratic context. Finds that keeping written records extends the length of call processing time, representing a barrier to handling new calls promptly. (MS)

Examines the discrepancies between what undergraduate language arts methods students think about writing and their actual responses to children's text. (SR)