Situating the teaching and learning of arguments within historical contexts, M. Daly Goggin ushering in the tigers of wrath - playfulness and rationality in learning to argue, S. Clarke narrative and arguemnt, argument in marrative, Mike Baynham argument as a key concept in teacher education, G. Harvard and R. Dunne argument, dialogue and religious pluralism - reflections on the current state of religious education in Britain, Howard Gibson and Jo Backus argument and science education, Carol J. Boulter and John K. Gilbert raised and erased voices - what special cases offer to argument, J. McGonigal extending children's voices - argument and the teaching of philosophy, Patrick Costello conflict and conformity - the place of argument in learning a discourse, S. Mitchell signalling valuation through argumentative discourse, M.A. Mathison thinking through controversy - evaluating written arguments, C.A. Hill negotiating competing voices to construct claims and evidence - urban American teenagers rivalling anti-drug literature, E. Long et al a different way to teach the writing of argument, A. Berner and W. Boswell argumentative writing and the extension of literacy, P. O'Rourke and M. O'Rourke.

Power, Genre, and Technology Deborah H. Holdstein This Is Not an Essay Carolyn R. Miller Notes on Postmodern Double Agency and the Arts of Lurking James J. Sosnoski

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Teachers of writing regularly face the task of advising students about their work-in-progress. The task is problematic because it raises many practical and theoretical issues. Not least is the ethical issue of rights and responsibilities with respect to texts. Researchers recommend that a teacher must somehow make it possible for students to take control of their own writing. A responsible teacher, then, would be a responsive reader, one who helps students identify and solve writing problems but, in the course of suggesting how they might do so, avoids unwittingly appropriating the draft. Responsible students would, in turn, be their own best readers, taking responsibility for solving writing problems of their own making. Therefore, among the many important questions faced by teachers and raised by researchers is how to make comments that respect the differences between a teacher's and a student's responsibility to an emerging text.

Literacy in the United States: Readers and Reading Since 1880, Carl F. Kaestle, with Helen Damon-Moore, Lawrence C. Stedman, Katherine Tinsley, and William Vance Trollinger, Jr. Richard Arthur Courage Academic Literacies: The Public and Private Discourse of University Students, Elizabeth Chiseri-Strater Ronald A. Sudol Writing Space: The Computer, Hypertext, and the History of Writing, Jay David Bolter David Kaufer, Chris Neuwirth, and Myron Tuman At the Point of Need: Teaching Basic and ESL Writers, Marie Wilson Nelson Vivian Zamel ESL in America: Myths and Possibilities, Sarah Benesch Nancy Duke S. Lay Grammar and the Teaching of Writing: Limits and Possibilities, Rei R. Noguchi Constance Weaver Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, Martha Kolln Thomas J. Farrell Doing Grammar, Max Morenberg Paul Jude Beauvais Textbooks in Focus: Handbooks A Writer’s Handbook: Style and Grammar, James D. Lester New Concise Handbook, Hans P. Guth The Scott, Foresman Handbook for Writers, Maxine Hairston and John J. Ruszkiewicz Dennis Shramek Selected Essays of Edward P. J. Corbett, Robert J. Connors James L. Kinneavy Interviewing Practices for Technical Writers, Earl E. McDowell Alice I. Philbin

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I learned to garden from my mother. Every year it was the same-Mom watched while Dad prepared the plot for vegetables. Dad wanted perfectly straight, even rows; he hammered in small stakes to mark the beginning and end of the row. Next he stretched a string between the stakes until it was taut. Then, guided by the string, he hoed the row. He measured off a foot or two between rows and then repeated the process of staking and stretching string. Mom waited until Dad had done all of his planting before she sowed flower seeds in the spaces he had left her on the borders of the garden and the edges of the yard. She loved flowers which could be relied on year after year and didn't mind where they were planted-red, orange poppies with black centers, tall sunflowers sharing the narrow space between our driveway and the neighbor's garage with daylillies at their shoulders and violets at their feet, feathery purple asters, scarlet irises, and rainbows of marigolds and zinnias. I remember her delight whenever she discovered that flowers she had planted in one space had somehow made their way to other spots about the yard or planted roots in neighbors' yards.

What Is English?, Peter Elbow Sheryl Finkle and Charles B. Harris The Right to Literacy, Andrea A. Lunsford, Helene Moglen, and James Slevin Marilyn M. Cooper Textual Carnivals: The Politics of Composition, Susan Miller David Bartholomae Rhetoric and Philosophy, Richard A. Cherwitz James Comas Rhetoric in American Colleges, 1850–1900, Albert R. Kitzhaber Sharon Crowle A Short History of Writing Instruction: From Ancient Greece to Twentieth-Century America, James J. Murphy Sue Carter Simmons Politics of Education: Essays from Radical Teacher, Susan Gushee O’Malley, Robert C. Rosen, and Leonard Vogt Myron C. Tuman Not Only English: Affirming America’s Multilingual Heritage, Harvey A. Daniels Perspectives on Official English, Karen L. Adams and Daniel T. Brink Alice M. Roy Textbooks in Focus: Cross-Cultural Readers Across Cultures: A Reader for Writers, Sheena Gillespie and Robert Singleton American Mosaic: Multicultural Readings in Context, Barbara Roche Rico and Sandra Mano Emerging Voices: A Cross-Cultural Reader, Janet Madden-Simpson and Sara M. Blake Intercultural Journeys Through Reading and Writing, Marilyn Smith Layton Writing About the World, Susan McLeod, Stacia Bates, Alan Hunt, John Jarvis, and Shelley Spear Nancy Shapiro Textbooks in Focus: Great Ideas Readers Current Issues and Enduring Questions: Methods and Models of Argument, Sylvan Barnet and Hugo Bedau Theme and Variations: The Impact of Great Ideas, Laurence Behrens and Leonard J. Rosen The Course of Ideas, Jeanne Gunner and Ed FrankelA World of Ideas: Essential Readings for College Writers, Leo A. Jacobus Great Ideas: Conversations Between Past and Present, Thomas Klein, Bruce Edwards, and Thomas Wymer Casts of Thought: Writing In and Against Tradition, George Otte and Linda J. Palumbo Eleanor M. Hoffman Teaching Writing that Works: A Group Approach to Practical English, Eric S. Rabkin and Macklin Smith Janis Forman Released into Language: Options for Teaching Creative Writing, Wendy Bishop Will Wells

Looking and Listening for My Voice Toby Fulwiler Signs and Numbers of the Times: Harper’s “Index” as an Essay Prompt Brenda Jo Brueggemann

Just before the roundtable began, in Seattle, my friend John Trimbur asked me something about foundationalism. When I asked did he mean Ford, Carnegie, or Rockefeller, John said, patiently, that I really ought to read more of the current literature on discourse communities. I responded, a bit defensively, that I had tried but couldn't get past the counter-hegemonic language. When Min Lu heard that, she raised her eyebrows, Pat Bizzell looked suspicious, Lil Brannon said Really? and Joe Harris wondered, no doubt, what I was doing on the panel in the first place. I explained that I really couldn't read some of that stuff any more than I could write or speak it, and if that meant the revolution would have to go on without me, that was OK. These words among friends were not, in any way, angry-and probably didn't even happen, though they seemed to.

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Twenty-three stimulating papers, including essays by Peter Elbow, Donald Murray, and William Strong, selected from the more than sixty presented at the Second Miami University Conference on Sentence Combining and the Teaching of Writing.Sentence combining has not only survived the paradigm shift in the teaching of writing but continues to stimulate provocative, creative thinking about the writing process itself. No longer an end in itself, but a tool, sentence combining has become a method of teaching about ways of thinking, of perceiving, and of organizing reality.

When teachers talk about the good qualities of student writing, one of their favorite terms is voice. Good student writing has it; bad student writing doesn't. Voice is sometimes a sign of control, of ethos, of style. It is often associated with persona or mask. But it is also often associated with something Peter Elbow in Writing with Power calls juice-a combination of magic potion, mother's milk, and electricity (286). When we read writing that has this juice, we feel the pulse of a writer churning over the facts the world presents (Ruszkiewicz, Well Bound Words 67); we sense the energy, humor, individuality, music, rhythm, pace, flow, surprise, believability (Murray, Write to Learn 144); we hear the voice of a real person speaking to real people (Lannon, The Writing Process 14). And while this voice-as-juice seems to have gained a considerable amount of respectability lately, it brings with it a kind of evangelical zeal that may not do us any good at all.