From the
Editors (pp. 106-108)
Interview
-
A Creative Writer Teaches Writing: A Conversation with Larry Watson. [pp.
109-123]
Abstract: Larry Watson is Professor of English at
the University of Wisconsin-Stevens Point, where he teaches writing. He is
also an award-winning creative writer. His novels include Montana
1948 (1993), White Crosses (1997)
and Laura (1999). He has also
published numerous poems and a short story collection, Justice
(1995). Random House will release his newest novel, Orchard,
in August 2003, and two of his
novels are being made into films. IW
Editors Mark Balhorn, Dan Dieterich, Wade Mahon, and Rebecca Stephens of
the University of Wisconsin-Stevens Point spoke with Watson on 17 May,
2002.�Eds.
Articles
-
Whole-Class Workshops: The Transformation of Students Into Writers.
Ian Barnard [pp. 124-143]
Abstract: Whole-class workshops are under-theorized
and under-utilized in the composition classroom, despite the many benefits
they offer over more commonly used small peer workshop groups as a method
of providing students with feedback on drafts of their writing. Whole-class
workshops translate into practice the repeated insistence of much
composition theory that students need to imagine themselves writing to an
audience other than their teacher; they also show students the difficulties
and rewards of negotiating responses to and assessments of someone else�s
writing, and ultimately develop in them the skills and self-confidence
necessary to evaluate their own writing. If students are adequately
prepared for whole-class workshops and facilitate the workshops themselves,
these workshops dramatically impact student writing, students�
conceptions of themselves as writers, and instructors� understanding of
their identifications as teachers of writing.
- An
Informal Survey of College Writing Instruction in The Philippines.
James H. Wilson [pp.
144-164]
Abstract: Primarily because of American occupation
of the Philippines in the early twentieth century and its abundance of
languages and dialects, the Philippine population has generally become
proficient in speaking and writing English, the common language used for
business, government, and education in their society. This brief survey of
six colleges and universities in Cebu City, first in 1998 and then in 2002,
takes a look at their English programs and finds a system in change as it
responds to a Memorandum from the Republic of the Philippines Commission on
Higher Education. Their success in learning and using English suggests we
could benefit from comparative studies investigating their methods of
teaching English and how they relate to our own.
Reviews
Writing Space: Computers, Hypertext, and the
Remediation of Print 2nd ed., by Jay David Bolter
Reviewed by Muriel Zimmerman
(pp. 165-168)
Beyond Outcomes: Assessment and Instruction Within
a University Writing Program, by Richard H. Haswell
Reviewed by Stephen A. Bernhardt
(pp. 168-172)
Coming of Age: The Advanced Writing Curriculum,
edited by Linda K. Shamoon, Rebecca Moore Howard, Sandra Jamieson, and
Robert A. Schwegler
Reviewed by Peter Vandenberg
(pp. 172-178)
Activist Rhetorics and American Higher Education:
1885:1937, by Susan Kates
Reviewed by Elizabethada A. Wright
(pp. 179-182)
Writing Workshop: The Essential Guide, by Ralph
Fletcher and JoAnn Portalupi
Reviewed by Carmen Christopher
(pp. 182-186)
Genre in the Classroom: Multiple Perspectives,
edited by Ann M. Johns
Reviewed by Cynthia R. Haller
(pp. 186-192)
Personal Effects: The Social Character of Scholarly
Writing, by Deborah H. Holdstein and David Bleich
Reviewed by Robert Samuels
(pp. 192-196)
An African Athens: Rhetoric and the Shaping of
Democracy in South Africa, by Philippe-Joseph Salazar
Reviewed by Ren� Agust�n (pp. 197-201)
