Describes one author's approach to writing stories for children. (AEA)

Discusses five qualities that underlie the approaches used by effective writing teachers. (DD)

A set of suggestions the author uses in his graduate/undergraduate writing courses and when acting as a consultant for public and private organizations. (PD)

A tongue-in-cheek version of a school administrator's "memorandum" illustrates how simplistic solutions to the educational problems, such as establishing minimum competencies for writing achievement, are generated and why they may not solve the problems. (RL)

Examines the thread of the rhetorical tradition, from ancient through eighteenth-century to modern times. Considers the implications for composition research and instruction that stem from such a review. (RL)

Reviews developments in composition in light of the current lack of attention to contexts for writing, proposes a conversational model for the interplay of reading and writing, and explores the implications of the model for teaching. (DD)

A defense of the passive voice against charges that it is wordy, obscure, and ineffective. (DD)

Questions the current expectation that writing theory will serve pedagogy in direct, immediate ways, because of the extraordinary variety and complexity of the writing process. (DD)

Edward P. J. Corbett reviews the accomplishments of his six years as editor of "College Composition and Communication." (DD)

Provides a heuristic for written persuasion which encompasses ethical, pathetic, and logical argument. (DD)

Answers basic questions that teachers in various departments have found useful while thinking about their writing assignments: (1) the role writing assignments play; (2) whether to abolish them; (3) what students should be able to do in their writing; (4) intellectual skills students should learn; and (5) how students can be helped in…

In a correspondence class, students were asked to name a hero or heroine and list their qualities. Many named parents or grandparents, and the teacher wrote letters telling them what the students had said about them. The letter was to convey the student's respect and appreciation, something they often find difficult to do in person. (JOW)

Proposes an alternative invention strategy for research-based argumentative writing. Investigates the coincidental usage of the term "whatever" in hip-hop, theory, and composition studies. Presents a "whatever-pedagogy" identified as "hip-hop pedagogy," a writing practice that models itself after digital sampling's…

Discusses writing as witnessing, in which writers are obligated to record participants' testimony accurately, and writing as participation, a form of dialog in which interpretation is negotiated and which may involve multiple forms of testimony. (Contains 11 references.) (SK)

Criticizes the hegemony of social constructivism in rhetoric and composition. Argues there are more options than social constructivism, positivism, and expressivism. Describes Jurgen Habermas' philosophy of universal pragmatics as one of a number of alternatives. (PM)