Chapter 1 be especially important to undergraduate science students, whose confidence in their own abilities as writers may have been damaged by experiences with writing in the classroom during their schooling (Choi et al., 2010;Shanahan, 2004).Several of the scientists and mathematicians in this study discuss damaging experiences with school and English teachers in particular.The anxious mathematics student, sitting in a writing class, who reads this comment by a successful applied mathematician, What's interesting is I did mathematics, I think, because I found English so difficult . . .I failed . . . on English and I was fine on mathematics.I was top in maths but I was desperate in English.I can remember the essay.The title was "Your House."Now as a mathematician . . .I've got to write about my house.What is my house?And I went to numbers straight away.It's got five windows, it's got one door-this is age 10 or 11.I knew it was a disaster when I wrote it.But I was incapable of doing anything better-Timothy, Chapter 3. may recognise a similar incident of their own, and may never have realised that the successful science or mathematics professor in their writing classroom may have experienced this kind of setback.Reading of

This study considers five different tutor note styles and reports on how the three primary audiences for such notes -student writers, faculty, and tutors -assess their efficacy in terms of length, voice, purpose, and content. Surveys and focus groups reveal that all stakeholders take tutor notes seriously and that collectively they prefer notes that are about a paragraph long, address students directly in the second-person, maintain an institutional rather than colloquial voice, and include a detailed summary and revision plan. To put this study in context, the article also traces the history of writing center scholarship on session reports.

Only once in the Bible is Jesus represented as writing. This essay focuses on that brief, intriguing episode (John 7.53–8.11) to explore the rhetorical power of writing as apublic performance, the interplay of orality and literacy, the relationship of writing to reflection, and the rhetoric of silence.

Review of Writing Community Change: Designing Technologies for Citizen Action by Jeffrey T. Grabill. Hampton Press, 2007.

Reviewed are: The First Year Out: Understanding American Teens after High School Tim Clydesdale My Freshman Year: What a Professor Learned by Becoming a Student Rebekah Nathan

This article chronicles changes in the author’s service-learning pedagogy, concentrating on his recent attention to genre and its consequences for course design. The cumulative influences of rhetoric, discourse community theory, collaborative assignments, and genre theory are traced. The core claim, however, is that instructors should help students grasp the concept of genre as social action. Included are descriptions of assignments for first-year and advanced courses, plus student samples of genre analysis memos.

Bruce Herzberg is Professor and Chair of the Department of English at Bentley College. He is the author of several articles on service learning, including "Community Service and Critical Teaching," published originally in CCC and reprinted in a number of anthologies, and "Public Discourse and Service Learning," published in JAC . He is also the author, with Patricia Bizzell, of The Rhetorical Tradition and Negotiating Difference. He began teaching service-learning courses in 1991, and one such course was a research site for Tom Deans's book on service-learning, Writing Partnerships.

Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Paul A. Prior. Mahwah, NJ: Lawrence Erlbaum, 1998. 333 pages. Exploring the Rhetoric of International Professional Communication: An Agenda for Teachers and Researchers. Ed. Carl R. Lovitt with Dixie Goswami. Amityville, NY: Baywood Publishing Company, Inc., 1999. 326 pages.