States that composition studies cannot agree upon a common nomenclature for categorization of methodologies. Claims that discrete institutional communities can be defined and that the standard discursive practices and values of such communities function in a pattern of exclusion. Suggests that pedagogies reified from discourse community theory…

Shows how the textuality of the United States Constitution, the most venerable of classic democratic icons, might be exploited to nurture postmodern ethics. Shows how Kenneth Burke's reading of the Constitution accords with and augments the postmodern theories of J.-F. Lyotard and S. Jarratt. Discusses a postmodern Constitution and the…

Discusses two orientations to teaching expressive writing: the "authenticity" orientation with its underlying notion of a "true" self, and the "generativity" approach with its underlying notion of the "dynamic" self. Discusses fundamental differences between the two views and argues that the generativity…

Argues for expanded definitions of "creative writing" and the "creative writer." Shows how recent theories of creativity with an emphasis on problem finding can enhance composition pedagogy. (SR)

Describes how first and second grade teachers use writing to teach phonics in a curriculum that integrates instruction in reading and writing. (SR)

Argues that only from the inside can writers define their own metaphors to make what others say about writing centers the same as what they themselves say. Asserts that this goal will always remain elusive; and, though to pursue it is to empower writers, to achieve it would be to arrive at a definition, a comfortable but naive position. (PRA)

Asserts that changing writing "laboratories" into writing "centers" suggests in the word "centeredness" some of the best things a writing center can be in its sense of purpose and community; and, in the word "centrism," a few of the problems that writing centers may be heading for in its suggestions of monopoly and self-importance. (PRA)

Presents a bibliography of 76 newsletter contributions and journal articles of writing center scholarship published between April 1991 and March 1992. (PRA)

Maintains that college English teachers, in light of the social pressures that have hindered female expression, should provide a nourishing environment for women. Suggests ways of teaching that will raise feminist consciousness. (HB)

Describes how Forrest Houlette, director of the Indiana Writing Project, introduces teachers to the advantages of using computers (without evoking the anxieties of those new to technology) by focusing on simple, straightforward solutions to everyday problems that teachers face. (SR)

Describes a writing assignment in which students write an essay employing lexical, etymological, and connotative definitions. (SR)

Asserts technical writers are rhetoricians who continually make ethical choices in serving diverse interests and negotiating between conflicting demands. Argues that the recognition of the fundamental rhetoricity of technical writing is the first step toward accommodating a meaningful notion of ethics into the technical writing curriculum. (PRA)

Discusses briefly some ways professional writers create fine titles, using allusions, puns, rhyme, alliteration, and paradox. (SR)

Argues for exposing journalism students to a standard stylebook like the "AP Stylebook." Notes that, besides covering aspects of style, the stylebook is a source of useful information and may stimulate worthwhile discussion as it addresses issues of "political correctness." (SR)

Argues that authorship, in the sense of creation and re-creation of meaning, should be a central focus in any model of literacy instruction. Examines the elements of the "traditional" model of literacy development. Discusses the place of text within that model. Discusses implications for classroom literacy instruction. (SR)