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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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