States that socially-oriented scholars think that context-specific writing skills that address the text's social milieu should be taught, whereas cognitively-inclined scholars think that models that can be adapted to a variety of writing contexts should be taught. Argues that synthesis is necessary to teach students to write in a variety of…

Discusses Maxine Hairston's appropriation in 1982 of Thomas Kuhn's epistemology and his concept of "paradigm shift." Argues that the paradigm shift must be treated as an enabling fiction through which members of the professional can speculate on better ways to teach students. (SR)

Suggests that one of the most compelling reasons teachers should write with students is that it motivates the students. Discusses how a ninth-grade English teacher shares with students her own successes and failures with writing, giving students insight and perspective into their own writing. (RS)

Proposes that writing pedagogies focused on models of audience analysis stultify invention and in doing so compromise the epistemic dimension of the writing they influence. Claims that classical audience analysis assumes a determinism that the separation of reader and writer denies. (HB)

Suggests the usefulness of investigating the conjunctures at which discourses and practices in the field of composition studies are linked to discourses and practices outside of it. Examines how the narrativity of an individual life in Mike Rose's "Lives on the Boundary" is articulated to wider cultural narratives. (PRA)

Presents a conception of writing assignments as a navigation through five writing "events" that students experience through individually imposed writing tasks. Describes the five events within each assignment. Concludes with positive student evaluations. (HB)

Offers suggestions on ways to introduce a workshop audience (of faculty, teaching assistants, or new composition instructors) to composing as women. Discusses classroom structure, teaching the composing process, the rhetorical situation, designing writing assignments, teaching expository form, using peer review groups, responding to drafts,…

Offers a postmodern view of teacher responses to student writing. Promotes a meaning of "voice" that is different from the standard usage, and emphasizes the notion of voice instead of role as a way to understand teacher response. (SR)

Presents a title-writing exercise which can be completed in class in 20 to 30 minutes. Asserts that the exercise works for many writers as a strategy for focusing and developing. (PRA)

Notes that, although writing instruction is appropriate, students need to have the opportunity to practice daily what they have learned. Discusses a number of ways teachers can developmentally influence students' processes of becoming good writers. Suggests that motivational activities that create, build, evaluate, and edit writing help students…

Suggests that the first task of writing program administrators is to invite students to play along a spectrum of rhetorical occasions. Notes that, once students begin to negotiate these roles, then the opportunity exists to explore the diverse power of "the political" as opposed to the banalities of mere "politics." (RS)

Discusses using software along with a "textset" of two books related by theme and topic. Describes two examples that use the software's topic or theme to introduce students to a pair of books. Shows how connections between the software and the books become the impetus for off-line and on-line writing activities. (PRA)

Articulates two different conceptions of writing that come from ancient Greece (classical and sophistic) and uses them as a field in which to compare two writing scenes involving reader response and software documentation. Explores whether these scenes are the same, similar, or absolutely different and whether they imply similar, different, or…

Provides detailed descriptions of how to teach annotation writing to college students, instruction which serves as a unique illustration of the reading process. Provides instruction for eight sessions, and offers descriptions and examples of 10 kinds of annotations. (SR)

Describes successful teaching tips for writing instruction from six teachers. (SR)