Suggests enlarging the sphere of feminist composition by including in it an approach to argument, ways to proceed if one is in conflict with one's audience. Explores the beginning of the feminist theory of composition. (MG)

Discusses the most satisfying part of teaching writing--helping students discover what they have to say and showing them how to say it. Notes that the basic skills of writing (audience awareness, organizing thoughts, and revising) are bigger than the rules of grammar and spelling and do not change from grade to grade. (RS)

Discusses aspects of one teacher's responses to students' writing that have survived over the years. Argues that students (1) should write for a teenage audience; (2) deserve written and oral responses from their peers; and (3) benefit from successes shared with their parents. Suggests that responses to writing begin with content, which makes…

Suggests that technical writers should emphasize similarities rather than differences between oral and written discourse. Argues that implicit rules of conversation have much to offer the technical writer. Illustrates how the principles of conversation can be applied to the process of writing instructions. (KEH)

This interview with Chickasaw novelist and poet Linda Hogan discusses creativity and the composing process, her new novel "Mean Spirit," the complications of identity and personal history for two female mixed-blood writers (interviewer and interviewee), and how considerations of audience impact (or shouldn't impact) American Indian writers. (SV)

Discusses nonfiction series for young adults; presents results of a survey of librarians who evaluated various series; presents criteria for evaluating nonfiction series, including readability, organization, format, timeliness, and length; and considers characteristics of the top 10 series, including marketing and audience. (LRW)

Discusses some of the problems the author encountered in staging a production of Marsha Norman's "'night, Mother" in Moscow. States that the area of largest concern was cultural variables, and whether a Russian audience would be able to understand some of the references. Concludes that, despite cultural differences, the audience was…

Examines how students view their teachers' comments on their writing assignments. Reports the results of a survey on how students view comments. Offers suggestions for what teachers can do to create a shared context for commentary. (PRA)

Describes a method utilizing student-teacher memos that helps students to be more aware of their purposes and audiences for their writing. Delineates the procedures by which one teacher instituted communication with students through the use of such memos, thereby improving student writing. (HB)

Comments on the interview of bell hooks in the preceding issue of the "Journal of Advanced Composition." Critiques hooks's concepts regarding audience and multicultural pedagogy. (HB)

Asserts that Great Britain's National Curriculum is based on the flawed assumption that by attending to purpose and audience, the student will write in a preferred manner. Argues that form needs conscious formulation, using a language that needs to be taught and that is not self-evident from an attention to either "purpose" or…

Discusses the problem of asking students to write for the teacher, an authoritative, superior reader. Asserts that a better approach is to ask the students to first address their papers to a small group, and second to choose a specific value system to characterize the attitudes and beliefs of the group selected. (PRA)

Cites the benefits of publishing student writing. Defines informal and formal publication. Discusses how students consider the audience. Offers further information on publishing student writing. (PRA)

Compares and contrasts two studies representing diametrical approaches (Romanticism versus Realism) toward the issue of agency and media effects: P. Willis's "Common Culture" and W. A. Gamson's "Talking Politics." Argues that both studies find that people make their own uses of media. (SR)

Argues that womanist theology (which employs a socioreligious hermeneutic that examines and critiques racism, oppression, and classism) and the texts it gathers can serve as efficacious course content for other-literate students. Notes that womanist theology offers students a scholarly discipline that expresses inter- and intracultural rhetorical…