This article presents a commentary exchange between authors Laurie Grobman and Richard C. Raymond regarding Raymond's article "Re-placing Lit in Comp II: Pragmatic/Humanistic Benefits." Grobman said that in her brief commentary on Raymond's article, she chooses not to explicitly address his thesis that literature belongs in a research-based…

Suggests how two-year college teachers can find the time for professional writing, what kinds of articles they can write and publish, and how they can get the writing done. (SR)

Suggests, in the context of the author's publishing failures and successes, ways to cope with the fact that judgment and rejection are part of academic publishing. (SR)

Discusses the development of "Teaching English in the Two-Year College," a journal designed to serve the special needs of community college English faculty. Discusses success and subsequent growth of the journal and considers the different subject matters addressed throughout the first five developmental years of the journal. (SC)

Describes how a teacher's contact with a published author, an interview and subsequent research into that author's work, stimulates students' interest in the author, provides crediblity for the teacher, and generates material for publication. (NH)

Outlines in a humorous manner a matrix designed to help scholarly writers inject ponderous words into their academic writing. (NKA)

Discusses how in 1992, Arizona State University West's Department of American Studies began publishing its literary journal online. Considers how for the first time, the editing students contributed significantly and meaningfully to the content, editing, and publication of their campus magazine. Discusses benefits and drawbacks of the production.…

Describes the writing process of a teacher/writer in the creation of a 5-novel series portraying relations between men and women over a 175-year period in which women struggle to control their own lives. (PRA)

Summarizes the subject matter presented by an American teacher visiting the University of Paris in a two-week seminar on technical writing. Identifies the following topics: style of technical writing, oral presentation of technical information, nonverbal communication during interviews, preparation of resumes, and writing for publication. (KEH)

Proposes assigning polemics, suasive essays, and paradoxical encomia as a means to help students write in classical civic discourse forms, which enfranchise the personal in the service of the community. Presents guidelines for each assignment. (NH)

Describes a project for composition classes in which groups of five to six students conceive, write, design, print, and bind a book of their writings. Discusses methodology, defining form and content of the books, offering guidance, use of in-class time, evaluation, grading, and the results. Notes that the quality of student writing dramatically…

Argues that the publication of student writing from all levels of an English program motivates students, provides instructional material, and validates the process approach to teaching writing. (TB)

Lists 25 steps and suggestions for the neophyte, including tips on teaching the related course, analyses of course tests, studying the competition, and coauthoring. An appendix contains selected sources on academic book publication. (CRH)

Maintains that to teach students to write like historians, teachers must begin by asking how historians write, and then teach students to duplicate that method. (EL)

Proposes the use of a computer program called "Slo-Write" that slows word processing down to one character every five seconds for use by word processing burnouts. (NKA)