Suggests an alternative to traditional revising for basic writers. Describes how "interrupted" writing assignments can reveal students' writing processes. (MM)

Describes the subtle changes a writing teacher makes throughout the year as she shifts to a writer's workshop approach in which students choose their own topics, their own genre, determine their own pace, and expand or contract the time allotted to each task as required. (RS)

Describes cultural studies as a framework for analysis and critique, not a political agenda. Shows how the author has used cultural studies as a way to get his students to write intelligent, reflective papers about topics that interest them. (SR)

Forty-three theoretically grounded reports of research and discussions of central issues in second- and foreign-language writing and writing instruction are compiled in this annotated bibliography. Covering the period April 1 through July 31, 1993, the citations are categorized as follows: writers, processes, texts, readers, context, instruction,…

Argues that teachers should acknowledge their authority and accept the responsibilities that authority entails, such as sharing convictions without reservation and occasionally censoring students' beliefs. Argues for a revival of "ethos" as the central appeal of a rhetorical education. Raises the question of how a teacher should respond to a…

Reprints an article from this journal in which the author, who returned to classroom teaching after a five-year absence, records the experience in personal diary form. Updates the article with an Afterword commenting on the earlier piece. (SR)

Argues that composition teachers should assign essay topics on writing because, by writing about writing, students can synthesize and master the material covered in class. (SR)

Presents seven short position papers and four responses (first aired at a conference entitled "A Critique of the Things That Go without Saying in Composition Studies"), which identify and critique unstated assumptions in composition studies that are so widely accepted they are, in effect, invisible. (SR)

Explains how a teacher came to have his own computer lab. Recommends a five-step procedure for other teachers who would like to have a computer lab in their classroom: (1) be an opportunist; (2) take pictures; (3) publish students' work; (4) use the computers well; and (5) ask for computers. Includes brief descriptions of related hardware and…

Reviews two books by Susan Miller: "Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer" (1989) and "Textual Carnivals: The Politics of Composition" (1991). Notes how she rereads dominant histories of rhetoric and writing instruction, argues for a theory of textuality, and illustrates how attention to…

Outlines the nature of the contemporary complaints about the decline of poetry and the effects of creative writing programs. Describes generally what creative writing programs try to accomplish. Shows by way of example how these programs can aid a developing poet. (HB)

Reviews "Author's Insights" (edited by Don Gallo) in which 12 distinguished writers of young-adult books have their say about how literature and writing ought to be taught in secondary schools. (SR)

Relates the author's experiences first studying rhetorical theory with Professor Richard Lloyd-Jones, and then preparing a tribute to him by attending his classes and talking with him. (PRA)

Asserts that, if "social epistemic" rhetoric is to realize any of its potential, it must create a new pedagogy that will resist unexamined masculinist assumptions, construct new academic forms of selfhood and intellectual property, and bring students to interrogate any status quo including that with which they are most comfortable. (PRA)

Argues that the contemporary struggle with the primacy of "official histories" provides teachers with a useful tool for reading cultural history and reconsidering suppressed voices in relation to canonical texts. (HB)