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Preface | |
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The Contexts of Teaching | |
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Perspectives | |
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Four Philosophies of Composition | |
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Rhetoric and Ideology in the Writing Class | |
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Rhetoric, the Enabling Discipline | |
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The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy | |
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Teachers | |
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Embracing Contraries in the Teaching Process | |
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The Listening Eye: Reflections on the Writing Conference | |
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Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class | |
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Ethical Issues Raised by Students' Personal Writing | |
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Students | |
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Diving In: An Introduction to Basic Writing | |
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Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum | |
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The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body | |
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Locations | |
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The Risky Business of Group Work | |
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The Rhetoric of Technology and the Electronic Writing Class | |
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Talking in the Middle: Why Writers Need Writing Tutors | |
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Approaches | |
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Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence | |
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Conversations with Texts: Reading in the Teaching of Composition | |
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A Place for Literature in Freshman Composition | |
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Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues | |
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The Teaching of Writing | |
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Assigning | |
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Remedial Writing Courses: A Critique and a Proposal | |
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A Comment and Response on "Remedial Writing Courses" | |
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The "Research Paper" in the Writing Course: A Non-Form of Writing | |
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Teaching Argument: A Theory of Types | |
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Beyond Argument in Feminist Composition | |
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Responding and Assessing | |
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The Components of Written Response: A Practical Synthesis of Current Views | |
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The Study of Error | |
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Learning How to Teach: A Progress Report | |
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Composing and Revising | |
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Between the Drafts | |
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Writing and Knowing: Toward Redefining the Writing Process | |
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Collaboration and the Pedagogy of Disclosure | |
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Audiences | |
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The Meanings of "Audience" | |
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Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy | |
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Closing My Eyes as I Speak: An Argument for Ignoring Audience | |
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Styles | |
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Static Abstractions and Composition | |
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Teaching Style: A Possible Anatomy | |
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Revitalizing Style: Toward a New Theory and Pedagogy | |
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Use Definite, Specific, Concrete Language | |
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