Describes the disconcerting travails of the postmodern subject in the midst of today's boundary-violating, border-crossing, late capitalistic era. (HB)

Provides an 86-item annotated bibliography of research published from July to December of 1994 in various areas of English pedagogy and instruction. Covers research in the areas of curriculum, language, literature, researcher education, teacher education, and writing. (HB)

Considers the current state of rhetoric and composition and its conceptualization of voice. Offers three studies of how voice and its relationship to self can be rethought from a dialogic perspective. Draws on theoretical works by Mikhail Bakhtin and Lev Vygotsky. Concludes with pedagogical strategies for incorporating a dialogic approach to voice…

Considers how one composition instructor's methods of assigning student writing tasks and then responding to those texts was altered by various works written by composition scholars. Outlines 10 of the major achievements of composition research over the past 30 years. (HB)

Discusses the concepts of rhetoric in general and specifically the generic triad in classical rhetoric. Outlines contemporary versions of the function and realm of rhetoric. Discusses the clash between Aristotle and Quintilian regarding the triad and its relationship to contemporary debates. (HB)

Considers the experiences of two beginning English teachers and how they made the transition from college students to practicing professionals. Gives detailed case studies of the process of becoming a professional educator. Provides recommendations for mentoring beginning teachers. (HB)

Describes how one English teacher used advertising to enhance literature instruction in the classroom. Focuses on the actual methods used in an eighth-grade English class, including analysis of commercials and research on ad agencies. (HB)

Presents (in an unconventional, diary-like format) the comments of two writing instructors regarding the first author's attempt to revamp a writing course. Reflects on the current state of theoretical worry about teaching writing in a way that puts the authors in conversation with other writing teachers. (RS)

Argues that writing teachers must create an organic curriculum with the language of home and community at its core. Suggests that writing teachers help students examine language features, dialects, and language attitudes in their communities. Notes that such student inquiry influences class discussions and can reshape attitudes toward students'…

Discusses how a genre like the essay could have originated in opposition to rhetoric and then nevertheless be taken over by it. Concentrates on four moments in the history of the essay: (1) its birth; (2) the English essay of the seventeenth century; (3) the classical form of "The Tatler" and "The Spectator"; and (4) the role…

Four case studies evaluated the use of self-recorded word counts of freewriting in grade one, two, three, and four classes, under both loose and restricted time limits. In each case, the number of words written in a session increased over time and this increase accompanied improvements in the expressiveness of the freewriting, with little evidence…

Presents a transcript of an interview with the American literary theorist and cultural critic Jane Tompkins. Covers aspects of her various writings. Relates her thought to the field of English studies. Analyzes recent trends in college English. (HB)

Explores the developmental trajectory within the field of English studies as discernible in the kinds of articles published over the past several decades in the most prominent pedagogical journals in the field, including "College English" and "Research in the Teaching of English." (HB)

A tenured teacher at the University of Minnesota at Duluth examines institutional policy of hiring non-tenure-track faculty for its writing program. He argues that underfunding and understaffing created a backlog that was then passed on to full-time "temporary" teachers, at the same time administrative costs were increasing. (MSE)

Suggestions are offered for teaching young children with hearing impairments to read and write. The strategies emphasize the importance of making the sign-to-print relationship explicit, helping children understand that there is not always perfect sign-to-word correlation, increasing students' metalinguistic knowledge, and building comprehension.…