Reopens an inquiry into the matter of the tension between theory and practice by asking can, or should, theory "discipline" practice? Suggests that compositionists' understanding of the tensions and ties between theory and practice can be framed fruitfully in terms of the rhetorical demands of each community, reflecting their different…

Argues that students in college composition courses do not recognize the need for revision, and when they do, they lack professional writers' determination to revise. Notes that word processing does not provide incentive or skill to rewrite. Explores the accumulative rhetoric of word processing as it is experienced by student writers. (RS)

Discusses the link between writing and the metaphor of voice. Examines aspects of reading and writing that are promoted through such discursive connections and what alternative approaches to writing and reading might be emphasized in their stead. Discusses how practices in the classroom change when the voice metaphor is not emphasized. (PRA)

Asserts that pedagogical respect for individuality is consistent with appreciation of the social, political, economic, and technical realities in terms of which individuals develop and which make different kinds of individuality possible. Argues that the possibility for individuality depends on social and school factors. Explores the views of…

Deals with the problems engendered by the contradictory tensions of authority and ownership in student writing. Draws on the insights of Michel Foucault to propose overcoming the paradox of reconceptualizing what student writing represents. Supplants notions of ownership with those of authority in the Foucauldian sense of…

Draws attention to the contradictions exposed in debates about literacy pedagogy which have traditionally excluded actual pedagogical practices from the dialogue. Advocates classroom interactions be allowed access to the "literacy crisis" debate. (RS)

Describes ways to teach children to write poetry. Offers three approaches that do not work and several ways that do work. (PRA)

Compares and contrasts two prominent theories of composition, social constructionism and expressionism. Argues that, although these two theories tend to be viewed as polar opposites, they actually share many points of connection. Shows how these two approaches can be utilized together in the composition classroom. (HB)

Describes trends or issues that concern practicing English teachers, including (1) "Technical and Business Reports That Become Research Papers"; (2) "Students as Recipients, Not as Doers"; (3) "Linking Academics and Vocational Studies"; (4)"Inquiring Minds"; (5) "Lack of Student Instruction in…

Demonstrates how the tragedy of the 1986 space shuttle "Challenger" provides an example of how communication through memos and letters concerning O-ring problems went awry. Presents some methods by which the technical writing teacher might incorporate this material into their writing curricula. (HB)

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)