Discusses the poststructural impulse to displace authority over texts and their meanings from the author. Questions whether poststructuralists practice an anti-intentionalist impersonalism regarding their own writings. Describes the reactions of Jacques Derrida to readings of his own work by other critics. (HB)

This response to a critique of "A Critical Analysis of the Use of MCE Systems with Deaf Students: A Review of the Literature," discusses the representativeness of studies included in the review, the representation of coded English in the primary form, and the effect of coded systems on English literacy. (Author/CR)

Suggests grammar checkers remain troublesome and inaccurate. Reviews the literature of grammar checker technology in composition. Analyzes the current grammar checking capability of the most popular word-processing programs in the United States, Microsoft 2000 and Corel 9.0 (2000). Concludes by suggesting uses of grammar checkers for composition…

This article provides a discussion of the importance and use of a method of systematic critical analysis, metatheorizing, as a tool for understanding the current research and debate in deafness and literacy. After reviewing background information on the notion of metatheorizing, the article presents some general remarks relative to the debate on…

The treatment of educational trends is seldom fine-grained enough to communicate the complexity of the issues involved. A "beyond-the-trend" analysis of movements and countermovements in composition, reading, literature, and oral language reveals some new wrinkles in trends that are now well established in the professional literature of English…

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

This paper begins by talking about six findings from a major long-term study conducted by Judith Langer, Director of the Center for the Study of English Learning and Achievement, State University at Albany, New York--the study examined English language arts programs in schools that have been working to increase student performance. The paper…

Suggests that educational theories fail to work in English classrooms because they (1) have no depth of thought, (2) are not adapted to regular classroom situations, (3) are applied to the wrong kinds of students/teachers, (4) address the wrong problem, and (5) are discarded too quickly. (RL)

Finds serious flaws in the research asserting the uselessness of teaching grammar to composition classes. Proposes that writing teachers acknowledge the presence and importance of grammar in the writing class. (RL)

Examines the study of literature in Canadian schools. Focuses on how teachers engage students in literature and how teachers themselves respond to literature. (RL)

Six core principles which serve as guides for instruction with a cognitive-developmental approach to composition are discussed. This approach combines writing as problem solving with recognition of external factors that influence writing. (HTH)

Recounts a method for advancing from literal to more subtle interpretations of language in literature. (HTH)

The premise that the "subjective" defense of literature is contributing to its demise and that responses to literature are finite and predictable to some degree is proposed. Based on this premise, criteria for selecting texts that give structure to teaching literature are presented. (HTH)

Notes developments in sociolinguistic theory with implications for the teaching of writing. (RL)

Reviews the findings of research, reported in the ERIC system, on the value of the study of Latin for improving English vocabulary. (DD)