Discusses the need for a model for technical documents that expresses the relationship between the various technical genres and their rhetorical contexts. Advocates the use of James Britton's model, with its criteria for classifying documents as well as its rationale for a scope and sequence for teaching technical writing. (SR)

Suggests that teachers or researchers ought to slow down, trust their intuitions, and keep solutions open longer as they approach and attempt to solve educational problems. Shares, through three studies and one poem, the similarity in the thinking and writing of research problems and the composing of a poem. (MG)

Reviews 25 books, written by award winning authors, intended for secondary school students. (PRA)

Relates the author's experiences in teaching technical writing students to use hypertext for the creation of computer-based training in a graduate course in "Online Documentation." Identifies some of the issues and questions for creating a set of rhetorical concepts to evaluate the effectiveness of hypertextual communication. (PRA)

Considers how Aristotle uses the Greek term "kairos" (right timing and due measure) in his "Rhetoric." Examines each of the 16 references to "kairos" in the "Rhetoric." Argues for a fuller understanding of Aristotelian "kairos" among contemporary theorists of rhetoric. (HB)

Comments on the interview of Stephen Toulmin in the preceding issue of this journal. Critiques Toulmin's concepts regarding logical consensus and pluralism. Discusses various kinds of pluralisms. (HB)

Presents an interview with English professor and Pulitzer Prize Award winning poet Gary Snyder. Discusses his writing processes, journal writing, writing instruction, and writing evaluation. (SR)

Describes a duality pitting the writing center against the classroom. Considers the relationship between these two spaces. Argues that the writing center can provide an alternative to the authority of teachers and classrooms. Suggests strategies for minimizing tension between classroom and writing center. (HB)

Argues that if rhetoricians do not work to articulate rich techniques for invention in the education of technical writers, they inadvertently reinforce the myth of the technical writer as born scribe. Suggests that to articulate those techniques, rhetoricians must recognize and examine the expertise they have in interdisciplinary collaboration.…

Addresses the argument that private writing is not really private. Explores the role of empirical evidence. Offers arguments that acknowledge private writing as different from public or social writing. Discusses methods of researching private writing. (CR)

Argues that the discourse of emotion is the primary (earliest and foundational) education of compositionists. Focuses on the way violence addresses and educates emotion and inculcates an affective relation to the world. Considers the way in which some versions of radical pedagogy may actually work to remystify violence and mask their own…

Asks what it is that the audience wants. Suggests a reconceptualization of the rhetorical situation by re-engendering or transgendering the speaker/audience couple as "a hermaphrodite, as a con/fusion of Hermes, the god of messages, and Aphrodite, the goddess of love," as a way to invigorate rhetorical theory and current composition…

Looks at online writing centers and their multiple relations to cyber spaces and physical places, as well as to institutional and cultural practices. Notes proliferation of online writing centers, hybrid relations of online and offline writing centers, relation of online writing centers to classrooms, transforming space and practice in online…

Outlines three criteria that justify using passive voice. Claims teaching sentence focus--keeping the topic of the sentence in the subject position--will accomplish the end of teaching the appropriate uses of active and passive voice (NH)

Weighs claims for liberatory histories of rhetoric by using postcolonial perspectives to read debates on the status of sophistic rhetorical theories, the influence of Egypt on ancient Greece, and the value of classical rhetoric for the teaching of writing. (RS)