Outlines the contradictions inherent in the conservative agenda supporting both the traditional literary canon of instruction and an aggressive promotion of vocationalist modernization. Discusses the connections between these two initiatives and offers an example of a practical alternative to both. (HB)

Discusses the novel "Web of Dreams" by Virginia Andrews, a favorite among many secondary students. Considers the book as subject for secondary English study. Claims that the novel defies most teacherly prejudices about formula writing. Provides detailed criticism of the novel. (HB)

Considers the proper definition and function of essays as topic of English instruction and as preferred mode in which students are assigned writing tasks. Tries to "denaturalize" the essay by thinking about how it has come to occupy such an esteemed position and the meaning of such esteem. (HB)

Discusses ways in which literary theory supports and encourages innovative ways of looking at texts. Indicates evidence of cross-fertilization between theory and pedagogy. Argues that this should be fostered and encouraged. Provides numerous examples of how theory informs instruction constructively. (HB)

Suggests that poetry teachers can make children's lives richer and happier and give them more alternatives. Urges teachers to persist in selecting and then learning poems to read aloud to the class. Notes that students will give teachers their trust when teachers point out to students where they are at their best in their work. (RS)

Describes five poetry assignments and presents examples of students' poetry written in response to the assignments. (RS)

Discusses how linguistic theory can usefully inform writing research and pedagogy. Reviews the historic interrelations between linguistics and writing research. Considers some examples of how linguistic theory has been successfully translated into writing in its discourse context. (HB)

Discusses the writing of textbooks by professors and considers whether or to what extent it should be regarded as a scholarly activity. Analyzes textbooks as registers of professional identity, how composition is comparable to other disciplines, and how the writers value the experience of the classroom. (HB)

Questions the death of the author and of authority and, by implication, the theoretical erasure of the authority that constitutes the student writers that teachers face in the classroom everyday. Proposes a dialogic model of authority that infuses authority with an "ethic of care." (HB)

Claims that rhetorical voice is strategically vital for persuasion but that it is rarely discussed in business communication textbooks. Identifies aspects of the rhetorical situation that shape voice. Presents a heuristic that writers can use to construct their personae. (HB)

Notes that writing centers use computers for computer-assisted instruction and word processing. Suggests that as the field moves towards the social in its scholarship and its writing technologies, writing centers might look towards e-mail for new forms of tutor-student collaboration. Describes an experiment with e-mail tutoring. Explores…

Analyzes the ethical perspectives of four technical communication textbooks. Argues that the textbooks engage in moralism and in ethics-related activities that deduce moral judgments. Suggests that at least two of the textbooks introduce ideas that are either inconsistent with traditional ethical theories or are subject to previous objections. (RS)

Discusses problems of collaborative writing. Introduces the "collage" as a teaching activity and lays out directions for its use. Suggests several methods for helping solo writers get comfortable collaborating with other writers and improve their solo writing. Attempts to make collaborative writing easier, more inviting, but more complex, and…

Intends to trace a line of thought from early rhetoricians and scholars to contemporary researchers, thinkers, and practitioners that both emphasizes critical pedagogy and values Black culture, especially its vernacular language. Concludes that there was always an African-American contribution to the field of composition in some way or another.…

Discusses the development of voice through a specific free-form poetry-writing experience. Suggests a method for teaching poetry that draws heavily on poets from diverse ethnic and cultural backgrounds. Shares evidence that this approach to teaching poetry can be the starting point for students developing writers' voice, and suggests ways to move…