Most English teachers are as ill-prepared to teach writing as to teach reading. (JH)

Contends that writing projects, especially the National Writing Project, exemplify a promising orientation toward learning and knowing. Explains the essence of successful writing projects--teacher centered activities, mutual support among teachers, and teachers' writing. (RL)

Discusses three major areas of student resistance to teachers' attempts to bring liberation pedagogy into the classroom, so that teachers can better understand the validity of this resistance. Suggests possible ways of overcoming it. (SR)

Responds to an article published in an earlier issue of this journal that outlined a way to create an "autobiography club" for new teachers in which they might share within a group their experiences and problems. Suggests a series of studies that might be conducted to complement and parallel those initiated by the first author. (HB)

Analyzing the creation of a digital portfolio from a digital and visual rhetorical stance, rather than from a standards-based or technical competency position, affords a teacher many more opportunities to think critically about their work, understand the choices they are making in representing that work online to diverse audiences, and continually…

The responsibility for freshman composition programs should be taken from English departments and given to departments of literacy. (JH)

Discusses some historical precedents and current examples of how English educators manifest a particular habit of mind (reducing the general and fluid "writing process" to "The Writing Process"). Considers reasons why people are so attracted to it. Explores the difficulties associated with this habit of mind rather than argue…

Standards, like schools and the teaching profession, are inherently undemocratic.

Describes a successful experimental program at West Virginia University which involved using undergraduate English Education majors as tutors in the Writing Laboratory. (DD)

Describes the Colorado Writing Project, a teacher-consultant inservice training program, and presents the results of holistic scoring of papers by students whose teachers had attended inservice meetings conducted by the teacher-consultants. (HTH)

Describes a graduate course in the Teaching of Communication at Virginia Commonwealth University which altered students' writing behavior and attitudes toward writing. (DD)

Provides personal narratives of four teachers regarding their work to create more democratic classrooms in urban settings. Explores the issues of authority and democracy in day-to-day teaching in the areas of (1) authority, democracy, and relationships; (2) formations; (3) authority and democracy in the writing workshop; and (4) reformations. (NH)