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| Introduction | |
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| Premises and Foundations | |
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| Illiteracy at Oxford and Harvard: Reflections on the Inability to Write | |
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| A Map of Writing in Terms of Audience and Response | |
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| The Uses of Binary Thinking | |
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| Fragments | |
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| The Believing Game--A Challenge after Twenty-Five Years | |
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| The Generative Dimension | |
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| Freewriting and the Problem of Wheat and Tares | |
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| Closing My Eyes as I Speak: An Argument for Ignoring Audience | |
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| Toward a Phenomenology of Freewriting | |
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| Fragments | |
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| Wrongness and Felt Sense | |
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| The Neglect and Rediscovery of Invention | |
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| Form and Content as Sources of Creation | |
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| Speech, Writing, and Voice | |
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| The Shifting Relationships Between Speech and Writing | |
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| Voice in Literature | |
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| Silence: A Collage | |
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| What Is Voice in Writing? | |
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| Fragments | |
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| On the Concept of Voice | |
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| Audible Voice: How Much Do We Hear the Text? | |
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| Voice in Texts as It Relates to Teaching | |
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| Discourses | |
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| Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues | |
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| In Defense of Private Writing: Consequences for Theory and Research | |
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| The War Between Reading and Writing--and How to End It | |
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| Your Cheatin' Art: A Collage | |
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| Fragments | |
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| Can Personal Expressive Writing Do the Work of Academic Writing? | |
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| Teaching | |
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| Inviting the Mother Tongue: Beyond "Mistakes," "Bad English," and "Wrong Language" | |
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| High Stakes and Low Stakes in Assigning and Responding to Writing | |
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| Breathing Life into the Text | |
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| Using the Collage for Collaborative Writing | |
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| Fragments | |
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| Being a Writer vs. Being an Academic: A Conflict in Goals | |
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| Separating Teaching from Certifying | |
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| What Kind of Leadership Is Best for Collaborative Learning? | |
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| Evaluation and Grading | |
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| Getting Along Without Grades--and Getting Along With Them Too | |
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| Starting the Portfolio Experiment at SUNY Stony Brook Pat Belanoff, co-author | |
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| Fragments | |
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| Probems with Grading | |
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| The Conflict Between Reliability and Validity | |
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| How Portfolios Shake Up the Assessment Process and Thereby Lead too Minimal Holistic Scoring and Multiple Trait Scoring | |
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| Multiple Trait Scoring as an Alternative to Holistic Scoring | |
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| Tracking Leads to a Narrow Definition of Intelligence | |
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| The Benefits and Feasibility of Liking | |
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| Writing Assessment in the Twenty-First Century: A Utopian View | |
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| Published Works | |