Describes a writing exercise in which the fictional world of a literary piece is transformed into a real world containing people, events, and places. Suggests that students choose their own writing topics and act out the results. Notes that sources of worlds include epic poems, Shakespeare, and Greek mythology. (RS)

Provides an extensive narrative describing how the full-time English faculty at Saint Mary's College in Notre Dame, Indiana, developed a successful advanced writing requirement. (HB)

Describes how one English teacher used experience as a professional writer to change how she approached writing instruction in a seventh-grade English class. Outlines a method centered on extensive revision and the submission of writing portfolios. (HB)

Describes one teacher's insights into the fictional works, and especially the characters, created by the British novelist Jane Austen. (HB)

Considers the benefits that professional, "real world" writing instruction can have in the English classroom. Describes the objectives, methods, curriculum, and results of a graduate seminar entitled "Writing for the Public." (HB)

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 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)

Introduces the topic of student-centered pedagogy as it relates to the college composition classroom. Describes current theories of how to adapt collaborative learning models to the classroom. (HB)

Discusses the historical and current position of writers in the university. States that, as a higher proportion of writers learn their craft and make their living in the university, it is inevitable that U.S. literature will embody a narrower range of settings, occupations, and social classes. (PRA)

Provides analysis of the term "plagiarism" and distinguishes it from other ways students might employ sources. Defines a form of source usage called "patchwriting" that relies heavily on summary and which should be acceptable to writing teachers. Weighs the pros and cons of summary writing. (HB)

Introduces an interchange that considers the spiritual sites of composing. Considers the root meaning of religion as a binding force in society. (HB)

Responds to an article in the same issue by Ann Ruggles Gere entitled, "Kitchen Tables and Rented Rooms: The Extracurriculum of Composition." Argues that Gere's emphasis on alternative histories of literacy instruction provides a useful new direction for historians of composition instruction. (HB)

Responds to an article in the same issue by Ann Ruggles Gere entitled, "Kitchen Tables and Rented Rooms: The Extracurriculum of Composition." Considers the feasibility of the term established by Gere, "extracurriculum." Analyzes Gere's argument concerning the composition field's culture of professionalism. (HB)

Describes the "correction process" developed by one writing teacher by which students are asked to address comments to graded written assignments. Advocates allowing students to enter into a useful dialog with their instructor over the content and quality of their written work. (HB)