Asserts that technical writing students can have creative fun in following a successful teaching strategy using Tinker Toys. (PRA)

Discusses approaches for writing teachers to use when teaching how to write a persuasive essay using the word processor. (MG)

Explores the intersections between feminist methodology and collaborative research to identify flashpoints that might derail attempts at collaboration. Analyzes the personal experiences of the authors in four ongoing collaborative research groups. (HB)

Presents a historical study of the contribution of George Jardine to the field of composition. Considers why Jardine has been omitted from histories of writing instruction. Outlines Jardine's plan for using collaborative learning and peer editing in the classroom. (HB)

Provides analysis of the term "plagiarism" and distinguishes it from other ways students might employ sources. Defines a form of source usage called "patchwriting" that relies heavily on summary and which should be acceptable to writing teachers. Weighs the pros and cons of summary writing. (HB)

Discusses briefly three reports (a meta-analysis, a project description, and a reformulation of the "quality" question) on the usefulness of word processors and telecommunications in improving student writing. (SR)

Claims that rhetoricians should pursue more actively opportunities to collaborate with history and other disciplines. Argues that such collaboration will more effectively generate new knowledge and will rebuild a public role for esoteric disciplines. Outlines connections between history and rhetoric. (HB)

Defines "illegeracy," the key legacy of today's failed educational system, as the lack among students of the important cognitive and critical skills necessary for civic understanding. Provides examples of illegeracy among recent students. Suggests the pedagogical consequences of considering students as illegerate. (HB)

Introduces an interchange that considers the spiritual sites of composing. Considers the root meaning of religion as a binding force in society. (HB)

Uses French feminist theory and the imagery of hands to explore what has been called the hidden or atrophied essence of feminism. Explains how pedagogy derived from such a conjunction enables students to write critically, break bonds of domination, and celebrate choice. Shows how to transfer these theories into classroom practice. (HB)

Responds to an article in the same issue by Ann Ruggles Gere entitled, "Kitchen Tables and Rented Rooms: The Extracurriculum of Composition." Argues that Gere's emphasis on alternative histories of literacy instruction provides a useful new direction for historians of composition instruction. (HB)

Responds to an article in the same issue by Ann Ruggles Gere entitled, "Kitchen Tables and Rented Rooms: The Extracurriculum of Composition." Considers the feasibility of the term established by Gere, "extracurriculum." Analyzes Gere's argument concerning the composition field's culture of professionalism. (HB)

Describes trends or issues that concern practicing English teachers, including: "The Challenge of Teaching Older Students"; "Get with It!"; "The Lack of Moral Grounding in Students"; "Tradition and Control"; and "Beyond the Human Connection." (HB)

Describes the "correction process" developed by one writing teacher by which students are asked to address comments to graded written assignments. Advocates allowing students to enter into a useful dialog with their instructor over the content and quality of their written work. (HB)

Outlines the problems faced in the assessment of student achievement. Argues for the use of portfolios in student assessment. Describes the conditions necessary for portfolio assessment. Explores how portfolios can reflect a wide variety of student learning. (HB)