Faculty involved in implementing a grant to incorporate technology into post-secondary ESL teaching and learning describe the coaching model they used to do this. The authors explain how they drew from principles of literacy coaching to develop and implement their model; describe their experiences in working with coachees; discuss technology…

Interviews Susan Miller, a teacher of composition studies and author of well-known articles about the field. Discusses what it means to be able to write, and the cultural forces that have shaped her as a writer and teacher of writing. Argues for a renewed focus on the act of writing and the production of texts. (PM)

Notes that pleasure rarely receives much attention in literacy pedagogy. Argues that while composition should engage in the work of making writing pleasurable, it is equally important to recognize the pleasures that already exist for students and all textual users. Examines a critical reading of textual meaning and sensation. Explores an…

Explores dilemmas that arise as compositionists continue to develop theories and practices of mixed and alternative discourses. Focuses on how composition studies have attached spatial designations to discourses. Notes that the label "home" implies that such discourses have been protected from the onslaughts of a dynamic and changing world's…

Describes the opening of the author's first class teaching "Issues in Composition." Explains that the course started with silence to immediately upset student expectations. Outlines the author's attempts to create a truly student centered class. (PM)

Offers an overview of changing attitudes towards the place of mechanics in writing instruction, as documented in "College Composition and Communication" over the 50 years of the journal's existence. Argues that the role of formal correctness within each instructor's teaching depends on the purposes, goals, and contexts of each writing course. (SR)