Advocates teaching lesser known plays from different historical periods and teaching popular contemporary plays in addition to the plays traditionally included in drama anthologies. (MKM)

Offers suggestions for seeking out neglected writers from all literary periods and advocates teaching the works of these writers along with the works of accepted great writers. (MKM)

Describes how the writing lives of professional authors can provide excellent models of writing for both teachers and students. Shows how different writers use very different processes in producing their texts. Considers how writers choose topics for writing and how they utilize childhood and teenage memories. (HB)

Discusses the career and achievement of the British writer Matthew Arnold. Focuses on Arnold's status as a symbol of conservatism in the current culture wars. Argues for a recuperation of a true representation of Arnold's achievement. Illustrates the dangers of misrepresenting major literary figures invoked in cultural disputes. (HB)

Discusses the historical and current position of writers in the university. States that, as a higher proportion of writers learn their craft and make their living in the university, it is inevitable that U.S. literature will embody a narrower range of settings, occupations, and social classes. (PRA)

Presents the responses of numerous professional writers to the question, "What did you do on your summer vacation?" (HB)

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)

Considers what makes up the sensibilities and personal traits of a writer. Describes how one writer learned to express herself through a particular writing workshop. Outlines the reasons writers write and lists some tricks of the trade. (HB)

Describes the sensibilities and temperament that make a successful, daily writer. Questions why writers write. Attempts to define what it is that makes a writer write. (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)

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)

Discusses the findings of an extensive research study of the authors and writing most frequently assigned in college-level English survey courses. Finds that similar historical periods and authors are considered in the survey courses offered by college and university English departments. Finds that traditional authors continue to be taught in…

Provides a complete text of David Bartholomae's speech on the debate with compositionist Peter Elbow regarding the pros and cons of teaching either academic discourse or personal writing modes to undergraduates. (HB)

Provides a complete text of Peter Elbow's speech on the debate with compositionist David Bartholomae regarding the pros and cons of teaching either academic discourse or personal writing modes to undergraduates. (HB)

Discusses the author's approach to writing nonfiction for adolescents and her experiences with reactions of young readers. Explains the value of real stories being told and read by adolescents. Supports the incorporation of nonfiction into the classroom. (SC)