Notes that the connection between literature and the news stems from journalism's focus on writing and rhetoric, yet journalism could easily reside with history, visual arts, or stand by itself. Contends that journalism, with its focus on fact and objectivity, can and does stand on its own as a precise, rigorous craft and should not be thought of…

Proposes that the multigenre assignment is a type of writing that requires more academic skills than the minimal requisites of the traditional research paper. Notes that fostering writing as both an art and a skill demonstrates how multigenre writing can be used to teach critical analysis, documentation of sources, and aesthetic unity. Details the…

A Kentucky native, Harriette Arnow was proud of her roots and presented Appalachian culture honestly, warts and all. Although her work was firmly anchored in place, Arnow's ability to write about human beings and the interactions between them transcended regional boundaries. She was a pivotal staff member at Hindman Settlement School's Appalachian…

Uses the blues to teach the universal Faust theme, which was a common motif expressed in many lyrics coming out of the Mississippi Delta region in the United States during the 1920s and 1930s. Uses this opportunity to open students' eyes to a musical form often overlooked and misinterpreted in mainstream culture, and to improve students' critical…

Explores the inescapable, irreconcilable role of virtue in rhetoric and writing instruction and the (im)possibilities of ethical response to student writing. Considers the place of values instruction in contemporary education by examining its historical precedents in classical rhetoric and its relationship to the liberatory, multicultural mission…

Proposes that scholars in rhetoric and composition have overlooked the junior college movement as a site for historical narrative. Analyzes archival materials such as curriculum guides and other published accounts written by the founders and supporters of early junior colleges. Proposes that educators create historical narratives that ascribe…

Examines ideology theory and the uses to which it has been put in composition. Aims to complicate the understanding of the relationship between writing and writing subjects and the already-written contexts into and out of which they emerge. Concludes that composition theory should begin accounting for the increasingly complex webs of textual…

Notes that while active learning strategies enable students to grasp important concepts, they also help students become enthusiastic and confident writers and interpreters of literature. Suggests that the more active students are in the lesson, the more engaged they will be in the subject matter and the better opportunity they will have to learn…

Attempts to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom. Argues that throughout the history of writing instruction in the United States the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments educators…

Suggests ways of incorporating ethics across the undergraduate public relations curriculum. Reviews current coverage of ethics in public relations principles, writing, cases, and textbooks. Suggests other methods that teachers can use to incorporate ethical pedagogical tools in all public relations courses in an effort to develop students' ethical…

Explores error in writing in relation to particular aspects of second language acquisition and theories of the writing process in the first and second language (L2). Argues that a focus on the writing process as a pedagogical tool is only appropriate for L2 learners if attention is given to linguistic development, and if learners are able to get…

Discusses word processing computer programs' potential to perform operations similar to those performed by computer assisted instruction (CAI). Suggests not abandoning CAI software entirely for the CAI potential of word processors. (RS)

Shares successful teaching tips from six teachers. (MG)

Maintains that it is correct to acknowledge in scholarly writing journals that writing is hard, often frustrating work, but that the satisfaction of writing also needs to be addressed. Argues that student writers need to be encouraged to discover and even savor the range of large and small rewards which attend their own writing and thinking. (RS)

Determines whether writing skills are hierarchically organized. Finds that writing begins with the primary process of responsiveness and ends with the terminal skill of mechanics. Suggests that the proportion of instructional time devoted to mechanics and editing skills should exceed that devoted to the primary skills of topic relevance and…