Examines what "hypertext" means to literary criticism on the one hand (i.e., intertextuality) and computing on the other, to determine how the two concepts may serve each other in a mutually productive way. (GLR)

Reviews two books by Susan Miller: "Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer" (1989) and "Textual Carnivals: The Politics of Composition" (1991). Notes how she rereads dominant histories of rhetoric and writing instruction, argues for a theory of textuality, and illustrates how attention to…

Discusses how writing teachers translate literacy into empowerment. Considers the examples of notes passed from student to either another student or the teacher. Proposes a pedagogy of appreciating student writing rather than treating it as inferior or idiotic. (HB)

Explores the possibilities of a hermeneutic model of composition history by examining a text which has been omitted from the received narratives of the discipline: an inaugural address written by George Robert Carlsen, president of the National Council of Teachers of English, entitled "The State of the Profession 1961-1962." (PRA)

Asserts that, if "social epistemic" rhetoric is to realize any of its potential, it must create a new pedagogy that will resist unexamined masculinist assumptions, construct new academic forms of selfhood and intellectual property, and bring students to interrogate any status quo including that with which they are most comfortable. (PRA)

Relates the author's personal experiences growing up with and writing science fiction. Discusses symbols that work themselves out in the writing of science fiction. (PRA)

Explores what it feels like for a science fiction writer to have reality alone to hold the reader's interest. Discusses the author's novels "Interstellar Pig" and "Spirit Houses," the influence of the Thai culture on the second work, and the influence of the Thai culture on the author's ideas about fantasy and science fiction.…

Investigates how Nezahualcoyotl, a fifteenth-century Aztec poet, used writing as a healing force in his later adult years. Concludes that the poetry served as a therapeutic resource for him to resolve a crisis of despair. (RS)

Provides memoirs of the late composition theorist James A. Berlin by four friends and colleagues: Janice M. Lauer, John Trimbur, Debra L. Jacobs, and Lester Faigley. Includes personal information about Berlin as a teacher, father, and friend along with comments about Berlin's contributions to the field of writing theory and praxis. (HB)

Maintains that to truly liberate students, teachers must get beyond the binary oppositions (capitalism/Marxism, individualism/collectivism) that characterize Western thought. Advocates helping students learn to accommodate and resist both sides of such dichotomies. Suggests how to do this in the writing classroom. Discusses Edward Sampson's recent…

Defines young-adult literature and the problems of writing novels for young-adults. Discusses rites of passage in adolescent literature, narration, and societal lore. (PRA)

States that teachers of literature need to shift the focus of their reading to read the world with and for their pupils. Discusses the notion of a writer's personal responsibility in terms of the "genuine British narrowness." (PRA)

Examines what's at stake in the apparent conflict between "theory" and "practice" in composition. Suggests how each of these terms bears contradictory meanings and thus proves unstable. Suggests how talk of their conflict in composition reflects most of all the anxieties of the field's various subgroups as it goes through…

Deals with the problems engendered by the contradictory tensions of authority and ownership in student writing. Draws on the insights of Michel Foucault to propose overcoming the paradox of reconceptualizing what student writing represents. Supplants notions of ownership with those of authority in the Foucauldian sense of…

Discusses the use of annotated examples by performance technologists as an instructional aid or as a performance aid to focus a learner's attention on the most important characteristics of a written product. Four annotated examples are presented and explained, and steps to create annotated example are described. (three references) (LRW)