Articles and essays in this journal issue focus on explaining ethnographic (observation taking into account socioeconomic and cultural factors) research procedures and showing how this methodology can be applied to English classes and reported in ways useful to teachers. The first article, by Paul Diesing, provides background on ethnography. The second article, by Miles Myers, shows how the ethnographic mode of inquiry can be used in English classrooms to describe daily teaching routines, while Sondra Perl's article next after this cites connections between the ethnographic process and the composing process. In the fourth and fifth articles, Rita Pollard shows how ethnographic research gives insight into composing habits of grade school writers, and Cheryl Amand explores the ties between the classroom context and the whole school-community environments. The sixth article, by H. William Burns, discusses how teachers and students can be ethnographers. The last two articles, by Marie Wilson Nelson and Robbie W. Strickland, explore how ethnography can teach researchers about roles in teacher-student interaction. A book review by Rita Pollard completes the issue. (HTH)