Describes two methodological approaches (qualitative and quantitative) that grow out of two different research examples. Suggests the problems these methods present. Discusses the ways in which an awareness of these problems can help teachers to understand how to work with researchers in designing useful evaluations of writing programs. (PRA)

Uses the oral tradition of "rendering" to discuss writing instruction, composition theory, the community property of writing, and writing professionals. (PRA)

Discusses central features of postmodern theory that rhetoricians have found relevant. Considers how these postmodern conceptions are counterparts to discussions in social-epistemic rhetoric. Demonstrates that the complexities of theory have pedagogical implications and that teachers must discover them. Argues that the merger of theory and…

Highlights the role of technology and insists that it offers a powerful story of change in rhetorical pedagogy and theory. Asserts that, when Edward Tyrell Channing sees rhetoric as a solitary occupation, his view is supported by the advance of literacy and the development of the print economy. (PRA)

Discusses the architectonics of four essays: John McPhee's "Travels in Georgia," Richard Rhodes'"Death All Day," and two by student writers. Diagrams each essay, showing how these writers built bridges of words over experiences. (SR)

Discusses how the inner experience of the nonachieving student alienates and confuses academics, who perceive them as "other" similarly to anthropologist's view of natives in distant cultures. Maintains that, to reach such students, teachers must learn from them about their language and values and share authority, authorship, and authenticity with…

Explores, in the first of two articles, the possible consequences of electronic technology for writing instruction. Examines the relationships among teaching writing, technical writing, science literature, Michael Serres, knowledge-making, and electronic technology. (SR)

Explores, in the second of two articles, the possible consequences of electronic technology for writing instruction. Examines the relationships among teaching writing, technical writing, science literature, Michael Serres, knowledge-making, and electronic technology. (SR)

Reports students' perceptions of learning desktop publishing (DTP) systems. Finds that (1) students learned the foundations of DTP in under 60 hours of hands-on experience; (2) the incremental introduction of DTP functions and practice sessions before assignments were the most effective teaching strategy; and (3) use of DTP encouraged nonartistic…

Presents annotations of 12 items from the ERIC database which demonstrate that journal writing can be an effective tool for teaching reading and writing at elementary and secondary levels. (RS)

Discusses the ongoing dialogs concerning paradigm shifts in education, especially with regard to English instruction. Describes one teacher's experiences with the issue of paradigm shift in the form of a blues song. Shows how teachers can move beyond the questions of paradigms. (HB)

Discusses the teaching of technical communication and its practice in mainland China, particularly regarding technical journals, technical writing, and English for science and technology. (SR)

Describes one English teacher's experience as he moved from 20 years of teaching on a military base to teaching college English at a two-year institution. (HB)

Discusses student publications (collections of student essays, commentaries, stories, poems, comments, and journals) from college writing classes--what they are, and where they come from. Pays particular attention to what teachers and students do with them in the classroom and what this says about interdisciplinary teaching. (RS)

Describes one teacher's theory of the use of argument in the English curriculum, particularly its importance in developing democratic classrooms. Defines the multiple functions of argument in society. Advocates developing argumentative skills among students, particularly in a wide variety of forms and discourses. (HB)