Discusses the thinking of the Greek Sophist philosophers, particularly Gorgias and Protagoras, and their importance and relevance for contemporary English instructors. Considers the problem of language as signs of reality in the context of Sophist philosophy. (HB)

Describes Kenneth Burke's theory of the relationship between discourse and reality in the context of the Sophist philosophers. Defines and discusses the Greek concept of "kairos" as context and shows its presence in Burke's philosophy of language. (HB)

Describes the methods by which one teacher breaks the rules in the writing classroom. Claims that bending procedures often makes students more likely to reason for themselves, find their own voices, and respond as thinkers and creators. (HB)

Introduces an interchange that considers the increasing use of the authorial "I" in scholarly writing. Provides a "give and take" critique of an article on the topic by James Raymond published in a previous issue of the same journal. Presents Raymond's response. (HB)

Discusses how the notion of genre has recently been reconceived by theorists. Questions whether the explicit teaching of genre features and rules enhance the acquisition of such genres by students. Provides tentative responses to this question. Argues for more focused research of this question. (HB)

Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Reviews Freedman's argument. Disagrees with Freedman's conclusion that explicit instruction is not useful. Argues that research indicates that explicit instruction of genres can be beneficial to students. (HB)

Responds to two critiques of her own article published in the same issue of the journal. (HB)

Considers some of the difficulties in writing across disciplinary boundaries. Indicates how a dialogic approach to writing will help teachers design writing-across-the-disciplines projects. Provides a reading of Mikhail Bakhtin's theory of language and relates these notions to student interdisciplinary writing and teacher response to that writing.…

Considers the ramifications of the terms "consultant" and "tutor" as applied to writing center personnel. Outlines the benefits of embracing the use of the term consultant as more accurate of what is actually done in writing centers. (HB)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)

Provides discussion and critical analysis of the film "School Daze," directed by Spike Lee. Describes how the film was used to attempt to raise student awareness of linguistic variation. Presents details of classroom exercises designed to achieve this objective. (HB)

Argues that through poetry students can give voices to people whose voices usually do not find their ways into their classrooms or textbooks. Discusses poetry and literature, poetry in history, and personalizing poetry. (RS)

Describes teaching methods and techniques found to be useful by practicing teachers, including (1) "Coming to America"; (2) "Reader-Response Journal Questions"; (3) "Stimulating Class Discussion"; (4) "Group Analysis of Professional Writing"; and (5) "Read a Child's Story." (HB)

Describes the plight of academics' wives, who are held captive to the responsibilities and requirements of their spouse's demanding careers. Outlines the ways that careers in academics remain inequitable for women. (HB)

Presents citations, descriptions, and critiques of two current volumes that focus on helping writers to develop better writing skills. (HB)