An exploration was made of the discursive conventions for inscribing a reciprocal relationship between research activities and teaching practices typical of articles published in "College Composition and Communication." The study looked at 31 essays published in the 1993 volume. Ten recurring features of the articles were identified; each feature, which appeared at least once in at least one third of the essays, relates the theories of composing and research to teaching composition. Any one or more of these ten features are employed to perform one of three generic social actions: (1) construction of approved author/audience relations and identities; (2) construction of recognized exigencies or situations that compel the rhetorical action the text undertakes; and (3) construction of acceptable stories or narratives about professional life. Since the scope of the present essay is limited, it focuses on only one of the 10 features--references to teaching in statements of purpose or plans for the essay. A review of four articles shows that the connection between research and writing is not necessary to justify the publication of these articles. Their audience, which would be the academic elite, would doubtless be interested in reading a so-called "knowledge for its own sake" article. The "we" of these articles--all thoughtful and responsible writing teachers--is a collaboratively and collectively composed fiction that conveniently creates a common bond for members of a methodologically, epistemologically, and ideologically diverse community who often hold conflicting views. (Contains nine references.) (TB)