Describes the problems faced by community college students as they begin to write an essay. Notes that a writer must trust the sense of the work and be secure that no one will laugh or sneer. Notes also that teachers must not get too confident--diligent students taking notes may still not be able to start an essay. (RS)

Explores some of the ambivalent dynamics of asking students to join teacher's academic discourse communities. Notes that the dynamics are simultaneously oppressive and emancipatory: oppressive because the students are enjoined, emancipatory because the students' and teacher's discourse communities change as they join. (MG)

Supplies the background on how professional writing coaches approach their jobs. (MG)

Applauds urging teachers to let students write about what they know, to be more expressive and personal, to make meaning, to discover and explore their knowledge and experiences. Urges teachers not abandon claims to authority or their allegiance to the expository principle even when it is the students' own knowledge and private experiences…

Shares how the author developed as a writer through examples using literature and philosophy. Discusses her thoughts on the National Writing Project. (MG)

Concludes a three-part series on writing and the visual arts. Turns to the character of montage construction, pointing to examples in a wide range of media and offering ideas for introducing montage methods into the writing classroom. (MG)

Explains the process of collaboration among three composition teachers. Discusses personal, professional, and textual goals. Explores metaphor as a means to describe the authors' collective approach. Discusses pedagogical implications of the collaboration. (RS)

Argues that there should be a place in English classrooms for the teaching of style in writing. (SR)

Presents an interview with Joseph Williams and Gregory Colomb, English professors, writing teachers, and coauthors of "Style: Toward Clarity and Grace." (SR)

Examines the problem for technical writing classes regarding the demands of workplace writing as they conflict with writing conventions of the classroom. Suggests how the problem might be handled, and explores how this problem illustrates the technical writing class' contribution to preparing students for the work of life. (NH)

Offers brief overviews of ways technology can facilitate the development of writing for students with a wide range of disabilities, including students with learning disabilities, hearing impairments, severe speech and physical impairments, and visual impairments. (SR)

Annotates a sampling of documents and journal articles from the ERIC database on writing instruction at the middle level. (SD)

Presents five beliefs about teaching writing that include (1) writing teachers should write well; and (2) writing workshops are the best place to learn both how to write and how to teach. Argues that the implements with which writers work, such as the pen and paper, have a direct effect on the quality of the writing. (NH)

Focuses on limitations of postcolonialism for purposes of composition studies and dangers of the decontextualized, desituated use of concepts. Argues that the use of postcolonial materials must be marked by a high degree of vigilance if it is to have any value at all in the composition classroom other than to further careerism and a shallow…

Argues that the trend in composition scholarship to interrogate how gender, race, ethnicity, and power relationships manifest themselves in discursive practices is, in effect, a move toward the ethical, toward understanding the encounter with the Other. Suggests that postcolonial theory gives composition scholars the vocabulary they need to…