Discusses the rhetorical method of Ludwig Wittgenstein. Argues that it must be extended in some fundamental ways if educators want to apply his model of rhetoric. Suggests that a truly pragmatic rhetoric must bear some similarity to the method of Wittgenstein's later philosophy. (MG)

Argues that an adequate theory of inference generation should accurately predict whether particular classes of knowledge-based inferences are generated online during text comprehension. Proposes a "constructionist" theory which accounts for the findings of cognitive psychology and discourse processing. (HB)

Offers three responses to a question about discourse synthesis and how it can be applied in the elementary classroom. (MG)

Describes the author's search for his own "voice" through an analysis of his journal entries and published writings. Elaborates upon 10 characteristics of an individual's "voice print." Identifies a paradox in the author's desire to be part of the educational discourse community while also avoiding that community's exclusionary…

Provides Patricia Bizzell's response to an article in the previous issue of this journal entitled "A Postmodern Critique of the Modern Projects of Fredric Jameson and Patricia Bizzell." Considers the degree to which writing may be conceived of as a shared pluralistic discourse. (HB)

Suggests the contribution of analogies to text comprehension. Demonstrates that analogies are not functional in text comprehension, but instead they impair recall and inhibit processing. Considers the possible role of analogies as contributors to the aesthetics of an informative text. (HB)

Examines how instruction in scientific writing in a university oceanography course communicated epistemological positions of the discipline. Uses an ethnographic perspective to explore how teachers and students came to define particular views of disciplinary knowledge. Identifies epistemological issues such as uses of evidence, role of expertise,…

Explores the discursive demands of project-based pedagogy for 7th grade students from non-mainstream backgrounds as they enact established project curricula. Documents competing discourses in one project-based classroom and illustrates how those discourses conflicted with one another through the various texts and forms of representation used in…

Discusses three constructs--subject, purpose, and frame--and how they can be used to analyze and characterize the quality of students' mathematics classroom discussion in terms of the mathematics learning potential that those discussions provide. (Contains 17 references.) (Author/ASK)

Describes the cultural history of linear narrative and the veering away from that tradition by film, television, and, most recently, by World Wide Web hypertext. The World Wide Web has new rhetorical and symbolic implications, because coherence in that environment is anchored in associative, linked structures rather than linear ones. Contains 33…

Argues that the failure to identify concepts and definitions with their corresponding levels of discourse has resulted in the propagation of historically outdated definitions and vocabulary in chemistry textbooks. Provides several examples of the problem from textbooks. Contains 36 references. (DDR)

Comments on the papers presented in this special edition of this journal. Discusses the papers insofar as they have illuminated the agenda of a mathematics education researcher or served to move the community beyond the unproductive split between individual and social research perspectives. (Author/MM)

Proposes that the style and format of questions used by lecturers and tutors profoundly influence students' conceptions of what mathematics is about and how it is conducted. Use of questions depends on both scaffolding and fading their use in front of students so that students internalize questions for their own learning and practice of…

In this article, the author focuses specifically on her teacher-body and its place in various dynamics of projection in the classroom in order to discuss how drawing on queer performativity can be a critical resource in teaching about normativity and otherness. Queer theory has challenged individuals to think more critically about their reliance…

Taking on the role of literacy coach can be a daunting task for even seasoned educators. In this article, the author examines her experiences in this role as work for a university class she was taking. In a sense, she "tries on" the coaching role in order to discover if it is a job she would truly be willing to take. She discusses the…