Advocates a model for the teaching of writing in which the response of the reader is of central importance, and contrasts this model with models focusing on the centrality of the writer or the written product. (DD)

Advocates the teaching of interdependent courses, which combine a section of composition and an introductory course in another subject, such as psychology. (DD)

Encourages the adoption of a hierarchical model of discourse by teachers. (DD)

Defines a set of binary relations as illustrative of a hierarchical model of discourse. (DD)

Describes techniques of teaching writing as individual experience. (DD)

Argues that composition studies could use a paradigm shift: a turning from the threadbare ideology of the text to an alternative so mundane as to be overlooked, ordinary sensuous life, which is not an effect of thought but the basis of thought itself. (TB)

Analyzes the institutionality and intractability of the "close reading" assignment. Maintains that the close reading assignment functions as an index to English in the academy. (RS)

Describes a study of the differences between eight experienced writers who describe themselves as either one- or multi-draft writers. Considers advantages and disadvantages of their differences, including the point at which they begin writing, option-exploring behavior, attitudes toward closure, and writer-based versus reader-based early drafts.…

The author uses the example of a text a student was not allowed to display on his course Web site to explore how and why institutional ideologies particular to the historical development of composition and creative writing--especially when viewed in conjunction with current copyright law--render students' multimedia compositions illegitimate. He…

Describes an approach to teaching scientific writing which views writing as an integral act of science. (DD)

Describes a series of problems based on transformational grammar which are helpful in teaching students how to write. (DD)

Describes such Story Workshop activities as beginning recall exercises, word exercises, oral readings, writing assignments, and tutorial conferences. (DD)

Discusses discoveries about the ways writing is being taught in one university, based on student attitudes toward writing as they were revealed in a tutorial writing program. (DD)

Concludes that writing fiction and stressing subjective reaction and personal experience are positive approaches in remedial writing courses. (DD)