The two lead recipients of this year’s Purves Award reflect on their work on Teaching English in Untracked Classrooms (2005) and look to the conceptual horizons of their ongoing work.

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Last spring our profession lost one of its leading voices—Stephen P. Witte, Knight Professor of Rhetoric and Composition at Kent State University. Here, a few of his close friends and colleagues remember Steve and his many contributions to our field.

Vygotsky's and Bakhtin's theories of social interaction are so general that they are not always useful guides for classroom practice. This study of secondary school classrooms in Great Britain and the United States reveals that when teachers apply similar theories to everyday practice, important pedagogical contrasts remain—both in terms of the ways in which instruction is organized and in terms of what students produce. The theories need elaborating. In everyday practice, social interaction is not binary, that is, either there is interaction or there is not. Rather, participants position themselves along a continuum of involvement—from highly involved to relatively uninvolved. Learners occupy different points within classrooms, from one classroom to another, and for the same student at different times. Also, the social space within the classroom affects student involvement and the teacher's ability to track it. This study found that in classrooms with the most highly involved interactions, students participated in curriculum making and belonged to a close-knit community.

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This article discusses one student's persistence in misunderstanding her teacher's written comments on her papers, even when these comments are accompanied by other response channels that serve, in part, to clarify the written comments. It presents the idea that student and teacher each bring to the written response episode a set of information, skills, and values that may or may not be shared between them, and it is the interplay of these three elements that feeds the student's reading and processing of teacher written comments and that leads to misunderstandings. This happened even for a high-achieving student in an otherwise successful classroom. An in-depth look at one student and the classroom context in which she learns to write, focusing on her grappling with her teacher's written comments, reveals the complexity of the teaching-learning process in the high school writing class.

Schools should be instructing students in formal thought and expression—what we call “comprehending”—rather than in everyday or “home” thought and language—what we call “understanding.” In this essay we suggest general changes in the standard reading and writing curricula. Finally, we examine the language of writing instruction, in college-level individual writing conferences, to take a close look at issues involved in implementing the curricula for higher and lower achieving students.

The objectives of this study are: (1) to determine the effect of pH, initial concentration of Fe(2+) and H(2)O(2) dosage on the removal efficiency of MEA by fluidized-bed Fenton process and Fenton process, (2) to determine the optimal conditions for the degradation of ethanolamine from TFT-LCD wastewater by fluidized-bed Fenton process. In the design of experiment, the Box-Behnken design was used to optimize the operating conditions. A removal efficiency of 98.9% for 5mM MEA was achieved after 2h under optimal conditions of pH3, [Fe(2+)]=5mM and [H(2)O(2)]=60mM.

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This study examines the relative effects on holistic scores given to college students' expository essays of three types of variables - essay variablesy reader variables and environment variables. Sixty-four essays by students at four colleges were judged by four readers using a holistic scale and by two readers using a Diederich-type analytic scale. The essays were on eight topics. Readers were trained by two trainers. Of the three types of variables, the essay contributed most significantly to the variance in the holistic scores (p<.001). One of the environment variables, the trainers, contributed next most significantly (p<.01). Another environment variable, the topic, also affected the holistic scores. The readers judged consistently, their traits not affecting the variance in the scores. Finally, a comparison of ratings on the holistic and analytic scales revealed that the only additional information over the holistic score that the analytic scale yielded was a usage score.

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On Budz & Grabar's q Tutorial vs. Classroomq Study Sarah Warshauer Freedman; Ellen W. Nold College English, Vol. 38, No. 4. (Dec., 1976), pp. 427-429. Stable URL: h zlinksfstolio sici?sici=0010—0994%28197612%2938%3A4%3C427%3AOB%26G%22V%3E2.0.CO%3B2-R College English is currently published by National Council of Teachers of English. Y our use of the]STOR archive indicates your acceptance of ]STOR's Terms and Conditions of Use, available at http://www.istor.orlJ/about/terms.html. ]STOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the J STOR archive only for your personal, non—commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at h@:[[www.jstor.og[joumalsznctehtml. Each copy of any part of a]STOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not—for—profit organization dedicated to and preserving a digital archive of scholarly journals. For more information regarding]STOR, please contact support@jstor.org. http://www.jstor.org Thujan 2518:40:32 2007