Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

Provides discussion and critical analysis of collaborative practices in learning, teaching, and research. Considers critiques of collaborative practices. Describes a "pedagogy of disclosure" that is needed to fulfill collaborative work experiences. Sketches four collaborative scenes that succeeded in evincing such disclosure among learners. (HB)

Applies to composition teaching Adrienne Rich's concept of "seriousness," which expresses a collective vision rejecting achievement and self-development attained through traditional academic values. Argues that seriousness questions traditional sources of knowledge and authority and casts doubt on individualistic suppositions about…

For those in Composition Studies, Kenneth Brufee's social constructionist notion of collaboration has been touted as a panacea for all educational ills. Andrea Lunsford and Art Young have recently endorsed a social constructionist philosophy for writing centers. Lunsford asserts that the best collaborative model is socially constructed and aims…

Considers some of the difficulties in writing across disciplinary boundaries. Indicates how a dialogic approach to writing will help teachers design writing-across-the-disciplines projects. Provides a reading of Mikhail Bakhtin's theory of language and relates these notions to student interdisciplinary writing and teacher response to that writing.…

Introduces the topic of student-centered pedagogy as it relates to the college composition classroom. Describes current theories of how to adapt collaborative learning models to the classroom. (HB)

Compares the current use of prose models to those developed by the Greek Sophists. Outlines problems with using professional writing excerpts as examples of rhetorical modes when they were not written as such. Argues that composition texts based on prose models err by implying that all writing fits into modal categories. (HB)

Questions the effectiveness of incorporating collaboration into classrooms and expecting instant results. Discusses the highly individualistic pedagogy that students have already been steeped in. Calls for practical measures and instruction in collaborative skills which will foster collaborative learning. (HB)

Claims that despite the fact that writing research has drawn extensively on cognitive processes, little research has been done to describe the role that the unconscious and emotions play in the writing process. Offers a pedagogy designed to enable students to draw writing energy from the realm of the unconscious. (HB)

Describes three main uses of computers for writing as a social activity: networking, telecommunications, and project work. Examines advantages and disadvantages of teaching writing on a network. Argues that reports in the literature and the example of an English as a foreign language writing class show that project work shares most of the…

Explores the intersections between feminist methodology and collaborative research to identify flashpoints that might derail attempts at collaboration. Analyzes the personal experiences of the authors in four ongoing collaborative research groups. (HB)

Presents a historical study of the contribution of George Jardine to the field of composition. Considers why Jardine has been omitted from histories of writing instruction. Outlines Jardine's plan for using collaborative learning and peer editing in the classroom. (HB)

Discusses Mikhail Bakhtin's interest in ethical action and response, or "answerability," and its relevance for composition studies. Examines how Bakhtin has been used to authorize various research in composition studies. Shows how composition instruction might be undertaken as influenced by answerability. (HB)

Discusses John Dewey's transactional epistemology and Louise Rosenblatt's transactional view of reading and writing as they apply to teaching technical writing. Proposes four maxims to bring the spirit of transaction to teaching. (SR)

Argues that writing centers have the essential function of critiquing institutions and creating knowledge about writing. Explains how this function has clear implications for what tutors should know and how they should be trained. Enlists Antonio Gramsci's theory of culture to analyze traditional composition teaching and research. (HB)