Addresses the problem of left-liberal educators who want to promote their own values through their teaching but fear that doing so would contradict these values. Suggests that educators look at what notions of cultural literacy they are implicitly conveying in the way they teach composition, and what alternate notions they might want to convey.…

Offers a case study of a child who used school writing activities to perform rather than simply to communicate. Finds that, although the child's language resources contributed greatly to his success with written language, they did not always fit comfortably into the writing workshop used in his classroom. (PRA)

Argues that teaching writing effectively to diverse students of non-English background will require an examination of existing views about the nature of writing and a critical evaluation of the profession's ability to work with bilingual individuals of different types. Discusses the nature of bilingualism, trends in current scholarship, and…

Reviews computer-supported invention tools, providing a comprehensive picture of software that can help teachers in composition classrooms. Discusses invention in a word-processing file, invention in an outliner, invention and hypertext software, and invention software. (SR)

Asserts that educators should consider the contexts of a deeply troubled society when viewing evaluation and teaching. Argues that thinking in terms of discrete testable skills can prevent students from taking responsibility for their own learning. Argues that teachers should seek modes of evaluation which reaffirm that dignity is of concern along…

Provides guidelines for resume writing. Discusses standard and optional categories of information and methods for organizing these categories. Discusses also how to secure and list references. (PRA)

This article explores how effective peer reviews, where students read drafts of their fellow students' essays and make suggestions for revisions, are for English-as-a-Second-Language composition students. Suggestions for organizing effective peer review sessions are provided. (four references) (JL)

Critiques various forms of modernism, traditional Marxism, and liberalism from a postmodern perspective. Identifies the politics of the intellectual projects undertaken by Frederic Jameson and Patricia Bizzell as modernist and reactionary. Argues that their academic appeal lies in their conservatism. (HB)

Articulates the salient features of a hermeneutic pedagogy as utilized in a composition classroom. Foregrounds the hermeneutical conclusions of Hans-Georg Gadamer as they relate to the teaching of writing. (HB)

Constructs a language-centered perspective toward the social-rhetorical construction of knowledge by juxtaposing Kenneth Burke's philosophy of language with Thomas S. Kuhn's philosophy of science. Discusses rhetoric's epistemic status and the social constructionist account of discourse production. (HB)

Discusses the career of Victor J. Vitanza as a teacher of composition, an administrator of a major writing program, and a leading scholar. Includes questions and responses concerning pedagogy, theory, the emerging field of composition studies, and other topics. (HB)

Describes teaching methods and techniques found to be useful by practicing teachers, including (1) "Coming to America"; (2) "Reader-Response Journal Questions"; (3) "Stimulating Class Discussion"; (4) "Group Analysis of Professional Writing"; and (5) "Read a Child's Story." (HB)

Introduces the topic of student-centered pedagogy as it relates to the college composition classroom. Describes current theories of how to adapt collaborative learning models to the classroom. (HB)

Compares the current use of prose models to those developed by the Greek Sophists. Outlines problems with using professional writing excerpts as examples of rhetorical modes when they were not written as such. Argues that composition texts based on prose models err by implying that all writing fits into modal categories. (HB)

Questions the effectiveness of incorporating collaboration into classrooms and expecting instant results. Discusses the highly individualistic pedagogy that students have already been steeped in. Calls for practical measures and instruction in collaborative skills which will foster collaborative learning. (HB)