Considers the state of educational reform in the United States, with particular attention to the reformers. Discusses educational standards and uniformity. Asks how educational critiques disillusion the public concerning education. (HB)

Provides specific writing activities to be used with seven different books in the context of both primary and intermediate grade level writing instruction. (HB)

Discusses the achievement of James Moffett in the field of language arts instruction, particularly by studying his seminal work "A Student-Centered Language Arts Curriculum, K-12," and the changes made in the 4 editions of the book from 1968 to 1992. Claims that Moffett continues to be ahead of his time in his chosen field. (HB)

Uses "resemblance" and "similitude" as guiding metaphors for an exploration of two prevailing notions of academic writing as it is perceived in composition studies. Describes differences between student writing and academic writing. Shows how the concept of similitude may be helpful in reconceiving academic discourse. (HB)

Discusses the field of legal writing instruction. Describes the rationale and design of a writing program for an underserved group of legal writers: trial court judges. Reviews the demands faced by judges as writers. (HB)

Shows how tutorial encounters enact gradations and extremes in the manner of Ernst Cassirer's concept of "word magic." Argues that tutorials in which students try to find the "right words" illustrate the need to make written language commensurate with human thought. Narrates several case studies illustrating these insights. (HB)

Considers the religious aspect of literacy education. Claims that traditional academics have neglected these spiritual elements. Describes how six women, all involved in Alcoholics Anonymous, use literacy in their spiritual lives. Claims that all people use literacy to compose power in their daily lives. (HB)

Advocates that English teachers implement writing group activities as a means of maintaining a writerly lifestyle. Describes how five teachers from various kinds of schools formed a writing group and carried out its activities. Provides sample exercises and actual written responses of group members. (HB)

Describes the pros and cons of using collaborative writing assignments in the English classroom. Gives one teacher's experiences using collaborative writing in a college prep composition course. (HB)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction. Shows how students can be taught how great narrative artists manipulate the emotions of their audiences. (HB)

Provides the responses of 10 practicing English teachers to the questions, "What is your most successful writing assignment? Or, what is your favorite stimulus for writing?" (HB)

Considers the importance of writing workshops, especially those carried on outside of traditional academic environments. Argues for the value and widespread nature of these workshops. Claims that scholars have neglected the "extracurriculum" of composition as carried out in contexts other than the academy. (HB)

Considers the recent flood of anthologies of literary criticism and theory as exemplifications of the confluence of pedagogical concerns, economics of publishing, and other historical factors. Looks specifically at how these anthologies present theory. Cites problems with their formatting theory and proposes alternative ways of organizing theory…

Outlines the various kinds of innovations in computers and telecommunications technology available to educators. Considers the everyday needs of teachers. Argues that teachers should learn to use fully any systems already available to them. (HB)

Discusses the special needs of English-as-a-Second-Language (ESL) students within the context of writing laboratories. Considers the issues and options involved with training writing tutors to work with ESL students on their writing. (HB)