Presents writing as a form of dialog and the paragraph as a unit of implied dialog. (MM)

Explains how actual experience as a writer helps in the teaching of composition. (FL)

This paper addresses the significant role that writing plays in research. It argues (using the form of 10 email conversations between the authors) that too often writing is oversimplified, consigned to the final "stage" of a research process and designated as "writing up." Research methodology texts and websites rarely discuss writing as integral…

In the last few years, the focus has evolved from considering an "ethic of research" in composition studies to an "ethic of representation" in person-based research. One of the dominant questions that emerged from this shift is how researchers represent their students and their writings in composition research. What does the…

Reviews recent trends in composition research. Suggests that the apparently divergent directions of study reflect a new interest in writing as a process rather than as a product, and in reading as a response to or re-creation of the text rather than a passive acceptance of textual information. (MM)

Updates the author's 1968 perceptions of the quality of periodical literature in educational administration. Finds improvement in journal content but also points out continued circumlocution in researchers' writing and an enduring gulf between researchers and practitioners. (RW)

A writer of children's books, the author moves from a discussion of "Gates of Excellence" by Katherine Paterson to a personal statement of his own sense of direction as a writer. (HOD)

Recounts how personal experience led to the realization that writing should be the physical and metaphysical center of what goes on in the English classroom. (JL)

Betsy Byars, author of more than 15 children's books, comments upon her life and work, stressing the potent impact of childhood experience on her writing. (HOD)

Examines James Kinneavy's "A Theory of Discourse," contending that Kinneavy isolates the communication triangle of self-expression as Being-for-Itself, Being-for-Others, and Being-in-the World, into three separate kinds of texts, ignoring the key element underlying the philosophical positions that generated this triangle--time. (HTH)

Outlines ways that writing encourages learning and discusses when it is most likely to do so. Discusses how teachers can link writing to learning in content area classes. (HTH)

Notes that children would learn much more from stories if they were allowed to relax, enjoy a story, and discover what it is they want or need from books. (HOD)

Clarifies 21 misconceptions about the nature of writing, how writing is learned, the act of writing, and who can teach writing. (HTH)

Treats orality and literacy in two ways: (1) examines the ubiquitous problem of moving from oral expression to writing, and (2) considers briefly the new, secondary orality that surrounds viewers on radio and television. (JMF)

Encourages English teachers to consider student themes as real texts, and discusses the bond between the teaching of literary works and the teaching of composition that would be forged thereby. (DD)