Proposes that writing pedagogies focused on models of audience analysis stultify invention and in doing so compromise the epistemic dimension of the writing they influence. Claims that classical audience analysis assumes a determinism that the separation of reader and writer denies. (HB)

Examines why the relationship between plagiarism and collaboration seems so inherently problematic and suggests that it may have a great deal to do with the concept of "voice." (TB)

Argues that the relationship between writer and reader (or audience) must be reimagined in writing theory so as to recognize that neither is knowable or static. Suggests that Thomas Kent's theory of paralogic hermeneutics could help teachers advance a theory of audience that would act as a bridge between actual writing and theories of language.…

Presents 17 syllabi, submitted by different instructors, for introductory courses taught to graduate students in the teaching of rhetoric and composition. Contains critical statements attached to each syllabi explaining the goals and approaches of the course. (TB)

Contends that both the unproblematized conception of student voice in expressionism as privileged, authentic, and free, and the erasure of voice suggested by social constructionist view of student voice as the ventriloquism of a discourse community, are disabling extremes. Proposes a means by which a reasonable course can be negotiated through…

Defines social rhetorics as emphasizing the inherent ideological nature of language. Discusses the assumptions of three pedagogies associated with social rhetorics: collaborative writing, writing across the curriculum, and cultural studies. Describes the teacher's role in each pedagogy. (HB)

Presents an interview with Winston Weathers, a composition theorist, whose ideas, according to the interviewer, have not been as influential in the field as they should have been. Examines how Weathers' ideas developed and evolved and how they have been received. (TB)

Describes one teacher's experience of teaching composition theory on the graduate level at a Canadian university. Explains that there are only two rhetoric and composition programs in Canada and that, generally, Canadian universities have been slow to make the transition from neocolonialism to postcolonialism. (TB)

Presents a bibliographical essay of diverse sources that address issues relevant to doctoral pedagogy and scholarship. Focuses on previous surveys, thereby creating a microhistory of doctoral programs. Identifies studies that address teacher training issues, particularly how program directors view their responsibilities to graduate teaching…

Makes the case for analysis, reflection, and debate about doctoral education in composition and rhetoric at this historical moment. Maintains that the number of established graduate programs in composition and rhetoric calls for a pause for critical reflection. (TB)