The full-school-year immersion of six deaf kindergarten students in literacy-rich activities focusing on daily reading and writing in authentic communication tasks resulted in increased levels of written language production. (12 references) (Author/CB)

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Describes how the decision to make teaching his profession crept up on and seduced an unwary student who had other plans. (SR)

Discusses ways to create a classroom environment that encourages students to test the power of their language through reading and writing experiences. Describes a writing lesson in a writer-centered classroom, what a writing classroom looks like, and what teachers should do first in terms of the physical setup of the classroom. (SR)

Four kinds of writing can take place in classrooms: writing as punishment, writing as assessment, writing to learn, writing instruction. First type should never occur, because it reinforces all negative qualities of transcription. This article tells principals what to look for in good writing program and offers tips for encouraging English…

Describes the methods by which one teacher breaks the rules in the writing classroom. Claims that bending procedures often makes students more likely to reason for themselves, find their own voices, and respond as thinkers and creators. (HB)

Introduces an interchange that considers the increasing use of the authorial "I" in scholarly writing. Provides a "give and take" critique of an article on the topic by James Raymond published in a previous issue of the same journal. Presents Raymond's response. (HB)

Reviews speech act theory to explain the function of writing transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. Identifies explicit performatives in samples of professional writing in technical and academic areas. Suggest ways to revise textbooks to include the findings from speech act theory. (SR)

Discusses how the notion of genre has recently been reconceived by theorists. Questions whether the explicit teaching of genre features and rules enhance the acquisition of such genres by students. Provides tentative responses to this question. Argues for more focused research of this question. (HB)

Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Reviews Freedman's argument. Disagrees with Freedman's conclusion that explicit instruction is not useful. Argues that research indicates that explicit instruction of genres can be beneficial to students. (HB)

Responds to two critiques of her own article published in the same issue of the journal. (HB)

Discusses the apparently successful efforts of an English department and composition program to comply with the Conference on College Composition and Communication's Statement of Principles and Standards with regard to working conditions of teaching assistants. (RS)

Describes the complex meanings of the term "tradition," and relates these meanings to the search for the traditions of composition theory and teaching. Illustrates the constitution and revision of traditions by examining the work of theorists William E. Coles Jr. and David Bartholomae and the reception of their work. (HB)

Considers some of the difficulties in writing across disciplinary boundaries. Indicates how a dialogic approach to writing will help teachers design writing-across-the-disciplines projects. Provides a reading of Mikhail Bakhtin's theory of language and relates these notions to student interdisciplinary writing and teacher response to that writing.…

Considers the ramifications of the terms "consultant" and "tutor" as applied to writing center personnel. Outlines the benefits of embracing the use of the term consultant as more accurate of what is actually done in writing centers. (HB)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)