Argues that, by urging students to recognize their powerlessness and transform the structures of power governing their experiences, teachers can lead them to the awareness that they can determine their own educational lives. Discusses the author's experiences with encouraging educational literacy in a series of composition courses for the…

Asserts that audiotape commentary on student papers should not be considered a panacea for composition teachers. Argues that, although its effectiveness always depends on a greater dialogic context, it can be a collaborative, enabling method for reader and writer to exchange information about intention and effect that exceeds the limitations of…

Offers a poet's reflections on writing and his schooling. (PRA)

Discusses the development and rationale of "ComPost," a weekly newsletter of the Composition Program at the University of Louisville. Suggests that a vehicle like ComPost can promote the communications that contribute to accomplishing collegiality and genuine program consensus. (RS)

Provides analysis of an imaging exercise. Describes how one experience became something unexpected as imaging met imagination. Lists five steps for teachers to use in conducting the exercise. (PA)

Shares a Bakhtinian reading of a student paper to illustrate how to help students uncover discourses and their points of intersection and weigh the claims of each as they work toward developing a consciously critical point of view on what they read through what they write. (MG)

Describes a project in which students compiled an anthology of a community "at rest" similar to Edgar Lee Masters'"Spoon River Anthology." (PRA)

Discusses the importance of teacher evaluation in the writing classroom. Describes how such evaluation improved a writing class. Argues in favor of asking for frequent evaluations and for responding to students' suggestions. (PRA)

Focuses on a particularly scrappy subgenre of hyperscholarship in which history is combined with argument to propose curricular reform. (MG)

Reviews the debate among theorists on the meaning of "purpose" in composition theory and pedagogy. Examines the definition of this term in two important textbooks. Examines the fundamental differences in the treatment of this term to teach educators about how they regard the nature of their profession as teachers of writing. (MG)

Defines the student authority problem as one of authorship. Considers how writing instruction tends to side-step the problem. Illustrates how a critical engagement with current ethnographic writing provides a way to understand the provisional nature of any writer's authority. (MG)

Outlines the relationship between the General Accounting Office (GAO) and various consultants as the GAO develops and provides extensive writing training for its employees. Maintains that the organization benefits by reconsidering its views and that the academics benefit by learning about the professional writing context. (SR)

Presents the poetry of a talented 13-year-old student. Describes how the teacher's writing workshop helped the young writer to flourish. (PRA)

Provides the responses of 14 teachers to the question, "In your classroom, how do you balance the need to build students' self-esteem and the need to uphold rigorous academic standards?" (PRA)

Reviews Linda Cleary's "From the Other Side of the Desk: Students Speak Out about Writing." Discusses outer and inner voices, writing problems, evaluation, analysis and exposition, and signs of hope. (PRA)