Students in college writing courses need to understand world issues, including the oppressive effects of the global economy. But their teachers need to give them a sense of agency and authority, rather than simply telling them what political positions to take. One example of a writing assignment that might engage as well as inform students…

In criticism, as in real life, we should take into account what the dramatic speaker is doing in the act of uttering a piece of discourse. (JH)

Good writing is discussed in terms of absolute literary values--"what is good writing" rather than "what is considered good writing." Major emphasis is focused on judging the quality of a literary work by its artistic merit instead of its political, social, or philosophical relevance. Examples of good and bad writing styles are cited throughout…

Describes political and economic conditions in English Departments that are being manipulated to the detriment of the writing discipline and the teacher of writing. (DD)

Claims that by being open to the French (feminist) theories of Julia Kristeva, Luce Irigaray, and Helene Cixous, teachers of composition, male and female, might actually engender new textual and pedagogical strategies within the field and beyond. (ARH)

Discusses remedial English programs at City University of New York and City College of New York. (DD)

Presents a technique for improving writing skills of college students in need of remedial instruction. (RB)

A satirical recounting of the benefits of maintaining a required course in written composition for college freshmen. (RD)

Offers a method of writing instruction that is based on the premise that students need to learn how to read before they learn how to write. (RL)

Presents a classification of discourse, designed for the beginning writer, for which the basic taxon is the tactic--"any conscious decision of the writer to add to, subtract from, or alter in any way what he or she is writing." (JM)

Responds to John Rouse's attack on Mina Shaughnessy's teaching strategies for composition instruction (see EJ 209 264). Offers personal experiences to illustrate the role of the basic writing teacher and the uses of authority in the basic writing classroom. (JT)

Comments on the two preceding articles questioning the validity of the author's essay on "the politics of composition." Defends the original essay by refuting points made in the two articles. (JT)

The effect of speech roles in individual conferences on the quality of thought in student writing. (Author)