Offers advice to younger writers. Defines poetry as a loving power, visiting writers along its way. Rejects idea that a poet is a creative writer, and states that poets need no imagination. Proposes a writer should disregard mind in favor of mindfulness. (PM)

Stresses the importance of showing students a reason for learning writing skills, not just a "because." Argues that credibility is everything and that proving this is crucial to successfully producing writers who can not only write, but care about their writing. (RAE)

Proposes ways in which writing teachers might identify areas of conflict in historical accounts and use them to illuminate the hermeneutic process. Argues that students will learn that conflict, not simply consensus, may fuel intellectual inquiry productively. (SR)

Suggests creative writing assignments which motivate, and capture student interest. (RAE)

Relates the author's experience of writing with her students. (MM)

Outlines the process of writing an employment resume, focusing on women who are entering, returning to, and advancing in the job market. Claims the suggested approach helps students find answers to their problems by unlocking latent achievements and skills. (JAD)

Discusses the educational theories and philosophical ideas of Lev Vygotsky and John Dewey. Asserts that both were affected by Hegelian philosophy in that both attacked atomistic reductions and abstract dualisms and dichotomies of many sorts in their attempt to view education and communication in terms of history and culture. (PRA)

Discusses the need for student writers to find a voice that is uniquely theirs. Details the loss of authentic voice in composition teaching and the views of the social constructionists. Cites three nineteenth-century men of letters who never lost sight of the fundamental quality of good writing--the presence of the individual writer. (PRA)

Defines magic as a process of inducing belief and creating community rather than as a product of an otherworldly incantation. Provides an historical survey of pre-Enlightenment relationships between magic and rhetoric. Proposes that the rise of current-traditional rhetoric coincides with the destruction and disappearance of the magical…

Maintains that classical rhetoric is an appropriate rhetoric for technical writing courses and textbooks. Presents three key concepts that provide the basic framework for incorporating classical rhetorical theory into contemporary technical writing studies. (SR)

Explains how metaphors enrich communication and strengthen meaning by focusing perception. Gives examples of the enhancement of business communication in finance, information systems, management, and sales. (SK)

Offers four reviews of readable and user-friendly handbooks or dictionaries of English usage, and ideas for their use in teaching. Includes handmade as well as published handbooks. (PRA)

Explores and interrogates the concept and function of voice in writing. Invites readers to ask questions about voice by interacting with the 99 questions the author asks of himself. (MG)

Relates a progress report from the CCCC Committee on Professional Standards designed to promote discussion on the "Wyoming Statement" and the "Statement of Principles and Standards for the Postsecondary Teaching of Writing." Includes an introduction, dissemination and discussion, commentary, and implementation ideas. Offers…

Asserts that the CCCC statement should provide principles and standards that ought to apply to the treatment of teachers. Argues that CCCC needs to give some suggestions on integrating existing qualified and capable instructors into facilities on tenure-line, rather than simply giving orders to get on with it. (PRA)