Asserts that using cartoons to generate explanations in writing can be an effective assignment. (PRA)

Discusses the problem of integrating reading, writing, literature, and composition courses. Offers suggestions on new ways to approach literature through writing. (PRA)

Argues with the presumption that full-time teaching is the only legitimate model for academic employment. Asserts that regular part-time faculty are a permanent good in the academy. Suggests three appendices to the Conference on College Composition and Communication's statement of professional standards. (PRA)

Demonstrates how to help children become more aware of their own part in constructing new knowledge in their minds as they read. Discusses how a Chapter I teacher adapted instructional strategies that assisted students in constructing and/or reconstructing background knowledge. (RS)

Discusses networking as a collaboration tool in the teaching of technical writing. Argues that some degree of collaboration is innate to all writing, that word processing already facilitates that collaboration, and that networking is the next enhancement to the collaborative process. (RS)

Considers the role of the visiting writer in encouraging and supplying useful writing advice to student writers. Proposes some principles for the art of writing that writers offer composition students, especially related to the art of writing over its craft. (HB)

Presents and discusses a course outline for a high school playwriting course (for which English credit is earned). Offers several writing assignments and a series of sequential steps designed to help students reach the goal of writing a one-act play. (SR)

Describes a modestly postmodern experiment (in an Advanced Composition course) with feminine linguistic spaces (Woolf, Welty, and Mairs) crisscrossing academic borders and existing simultaneously within and without traditional institutional modes. Uses Luce Irigaray's essay "Is the Subject of Science Sexed?" to comment on this undertaking. (SR)

Considers the relationship between drama and writing. Presents a conversation between two scholars interested in this connection in which they describe various views of the relationship. Suggests classroom activities linking drama and writing. (HB)

Argues that certain "ancient" writing practices can help attain the objective of making writing instruction truly democratic. Outlines key features in the discredited "old history" of composition to adduce ways of helping students think, feel, and write in heterogeneous ways. (HB)

Discusses ethos on a broader level than Aristotelian rhetoric generally does. Presents data from a case study of the outrageous ethos of a group of generative linguists on the cusp of the sixties and seventies. Considers the issues relevant to communal ethos as debated by this group of researchers. (HB)

Describes and analyzes the troubled relations between literature and composition. Asks how English teachers can re-imagine English studies by accounting for the historical tension between these two areas of scholarship. Suggests an alternative approach to writing the disciplinary history of English studies. (HB)

Describes the way one English teacher used newspapers together with works of fiction to demonstrate the relevance of literature to daily news items. Shows how students were able to discover "news links" between today's newspapers and John Steinbeck's novel, "The Pearl." (HB)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the historical facts concerning the sinking of the "Titanic." (HB)

Discusses the development of Cynthia Selfe's philosophy concerning virtual landscapes as discursive spaces. Defines the "nomadic feminist cyborg guerilla" as a kind of English teacher-activist who uses computer technology as a medium for effecting political and educational change and for extending democracy. (NH)