Discusses ideas to enhance and enrich writing programs, particularly those designed to familiarize students with the writing requirements of the workplace. (PRA)

Argues that students can use electronic bulletin boards to create a single shared text that can be added to as personal time allows. Notes that use of electronic bulletin boards allows valuable class time to be set aside for other instructional strategies. (RS)

Examines whether writers who can create vivid mental images experience intense emotions as they write. Finds that imagery contributes to the intensity of a writer's engagement with his or her evolving text and that imagery may bridge the cognitive and affective domains of thought. (PRA)

Describes how college instructors might make the move toward building community and fostering collaboration rather than working in isolation. Provides an autobiographical account of how two English teachers began such a journey. (HB)

Suggests some of the political and ethical dilemmas gay/lesbian students face in trying to write from their own perspectives and contexts in a dangerously homophobic social environment that includes the writing classroom. Enumerates the dangers to these "differends" when teachers pedagogically apply Elbowian and other romantic…

Discusses feminist composition theories' tenets concerning process and product. Suggests that much feminist theory assumes a stable, homogenized "woman" and that such "identity politics" present costs that feminist compositionists may not be ready to pay. Reviews the essentialist dilemma and suggests ways of reconfiguring it.…

Provides an edited transcript of an extensive interview with compositionist James Berlin. Covers his background, his views on composition theory and practice, and a variety of other topics. (HB)

Discusses a pedagogical approach promoting collaboration as an integral part of teaching/learning writing. Discusses attaining student autonomy through discourse and using group histories to promote student autonomy over individual goals. Discusses student autonomy in directing reader response, student autonomy in responding to group suggestions,…

Describes how one English teacher developed a replacement for the traditional literature exam: student exhibitions. Defines these exhibitions as student presentations over course material in which expertise and close reading are demonstrated. Advocates allowing students the opportunity to teach class materials. (HB)

Studies the "The Treatise on Fishing with an Angle" from "The Book of Saint Albans" to determine how a 15th-century author approached the problem of writing accurate, technical prose on fishing. Shows how this old text shares many of the rhetorical strategies of modern technical writing. (HB)

Provides a comprehensive bibliography of recent articles and monographs related to the general issues of writing centers. (HB)

Notes that some students invent their own styles of poetry, and regularly use them in their writing. Recommends that teachers encourage this. Presents several examples of students' styles. (RS)

Discusses the difficulty of figuring out how to show (not tell) someone what a compelling vision of education might be. Makes predictions about how technology will affect the teaching of writing. Asks readers to formulate their own predictions. (RS)

Explores the idea that writing is a social act. Discusses four key fragments of a social theory of writing and some of the terms associated with them: that language is agonistic, epistemic, formative, and intertextual. Discusses pedagogical implications of these ideas for the postprocess writing classroom. (SR)

Discusses similarities among writing, texts, and containers. Claims that containerization is a central metaphor in composition studies. Argues that this metaphor constrains the way texts are understood and treated. Examines alternatives to the text-as-container metaphor. (HB)