Presents a model to be used as a deductive frame for investigating the composing process. Lists 12 steps in the sequence proposed as the composing process. (RL)

Defines five modes of writing found in freshman readers, lists percentages of the total selections in 11 current composition readers that fall into each of the five categories, and concludes that few readers are suitable for the kind of service freshman English classes should be providing. (DD)

Considers the situations of "interdisciplinary writing," writing done in correspondence with subjects other than English. Describes some methods and experiences in teaching interdisciplinary writing in a college level "Writing Science" course. (JT)

A review of available textbooks and other resources dealing with neo-classical invention, prewriting, tagmemic invention and linguistic theory, the dramatistic method, and invention in speech communication. (DD)

Analyzes the ways several women have written persuasive discourse and identifies a female rhetorical mode involving indirection, open-endedness, additive attention to small details, restraint, and noncombativeness. (DD)

Describes a technique for teaching remedial community college students spelling words in context by having them do daily writing and compile their own spelling lists. (DD)

Opposes the legislation of linguistic conformity by penalizing minority students who write in nonstandard dialect. (DD)

Details typical charges against expressivist rhetorics, while sketching a version of expressivism underwritten by the principles and procedures of ordinary language philosophy. Suggests that the teaching and learning practices that emerge from this analysis compete with the vague, sometimes grandiose ambitions of expressivist practitioners as they…

Argues for the theoretical and practical appropriateness of using "reading" as a means of teaching "writing." Enters an ongoing debate about the appropriateness of reading in the composition classroom. (TB)

Examines the history of moralizing in students' writing in college writing courses, and tries to determine how assignments that direct students to write about moral issues became entrenched in curricula during the late 19th century at Harvard College, the institution that strongly influenced composition instruction across the country. (SR)

Asserts that the act of writing can create surprising, experimental, supple forms of written discourse. Argues for exploring more mobile, heteroglot, polyphonic forms of writing. Suggests that attempting roles that produce fragmentary texts might lead toward approaching the challenges of composing unified texts from a more enlivening perspective.…

The force of the grammar-rhetoric-composition program at the Colegio de Santa Cruz de Tlatelolco, a sixteenth-century institution of higher education for sons of the indigenous elite located in one of two large barrios in the valley of Mexico, is measured. Tlaltelolco is a composition-rhetoric site designed for those perceived as needing…

The teachers are urged by Beech and Thelin to help students expose ideology in their texts and the texts of others. The idea of teaching critical practice is highlighted by Harris who thinks that one can learn to expose ideology by reading cultural texts closely and critically.

The compelling challenge to the notion that increased access to higher education in the United States has improved, is overviewed. However, according to Sharon O'Dair, graduate students choose an arcane literary specialty over composition, as it is not regarded as challenging and rewarding.