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This article addresses the impetus for joining and maintaining writing groups in academe. The authors consider the motivations and purposes for organizing and forming such groups. Revealing the complexities of writing both as profession and in pursuit of

"This essay argues for an interdisciplinary, team-taught approach to the Introduction to Graduate Studies course in which faculty from literary and rhetoric/ writing studies model the intersections of both fields through course texts, assignments, and theoretical frameworks. The authors also discuss the role of terminal master's programs in English and the need for graduate writing instruction."

"This article explores how composition courses might address contemporary capitalism's strain on students' time resources through a classroom practice of temporal awareness. The piece discusses two related dimensions of this approach. The first involves incorporating students' considerations of time into course content; the second, rooted in teacher inquiry, asks writing instructors to examine how time mediates the pedagogical relationships developed within their courses."

Yet perhaps there is an alternative to this binary in writing that twists English literacy into new forms and deformations, that turns "English" proper into something else-in writing that inflects, bastardizes, and hybridizes English with other tongues. C

The purpose of this literary investigation is twofold: first, to make explicit the connections between reflective teaching and critical literacy, and second, to infer from the findings key tasks for teachers in the critical literacy classroom. Specifically, the investigation shows that the following features of reflective teaching connect with and form the core of critical literacy, and are vital to the teaching of critical literacy: giving careful consideration or thought in order to create meaning and pass judgement; questioning personal assumptions, values and beliefs; taking initiatives and using intuition; taking part in development and change; and the use of journal writing. Examples of teachers' tasks in the critical literacy classroom include: building time into lesson plans and implementation for students to give careful consideration and thought to and to pass judgement on the text being studied; guiding students' evaluations and criticisms in a judicious manner; encouraging students to look critically at literature and question what they are reading; emphasizing the readings of texts from a variety of perspectives; allowing students to use journals to write entries that juxtapose multiple viewpoints; and facilitating discussions generally that are based on students' journal entries.

Although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explore

With the long-term decline in the cultural capital of literature and a steep decline in tenure-track hires in literary studies, faculty across English are rethinking their relationship to writing. As interest in digital media grows, together with rising e

"This thematic issue on education and the politics of becoming focuses on how a Multiple Literacies Theory (MLT) plugs into practice in education. MLT does this by creating an assemblage between discourse, text, resonance and sensations. What does this produce? Becoming AND how one might live are the product of an assemblage (May, 2005; Semetsky, 2003). In this paper, MLT is the approach that explores the connection between educational theory and practice through the lens of an empirical study of multilingual children acquiring multiple writing systems simultaneously. The introduction explicates discourse, text, resonance, sensation and becoming. The second section introduces certain Deleuzian concepts that plug into MLT. The third section serves as an introduction to MLT. The fourth section is devoted to the study by way of a rhizoanalysis. Finally, drawing on the concept of the rhizome, this article exits with potential lines of flight opened by MLT. These are becomings which highlight the significance of this work in terms of transforming not only how literacies are conceptualized, especially in minority language contexts, but also how one might live."

"This article poses the following research question How do multilingual students in higher education negotiate the multi in their multilingualism and multiliteracies? The article presents data from a qualitative study conducted with eight multilingual undergraduate university students in which the participants describe their complex multilingualism and literacy practices in interviews and provide samples of their formal and less formal literacies for analysis. Findings show that participants creatively use their multilingual and multiliterate competencies in safe informal contexts, but in high-stakes academic contexts they relegate these competencies to conform to institutional expectations of standard academic writing in English. Analysis involves an interweaving of several theoretical perspectives: multilingualism as something combined and hybrid rather than discrete languages, multiliteracies, academic literacies, and identity formation as performed and negotiated in relation to powerful social and institutional discourses. The authors find the participants of the present study to be highly reflexive, knowledgeable, and skilled transnational learners, a finding that challenges pervasive discourses around multilingual learners that focus on deficit and remediation."

"The questions that animate Sangeeta Ray's engaging new book on Gayatri Chakravorty Spivak bear upon teaching and learning. The push and pull of being both student of Spivak's work and teacher of that work in the classroom and in the medium of the book are palpable from the first pages. We begin with a heading of "Partial Beginnings," and soon the "impossible" task of a book on Spivak is invoked (1). "[H]ow would I write her without diminishing her presence?" (1) asks Ray, facing, in fact, the double bind confronting every teacher: how to respond responsibly to the subject they have to teach. As Ray points out, Spivak calls attention to the play in Derrida's French between répondre à and répondre de that formalizes several options here. Thus, "give an answer to," "answering to," "being answerable for" (Spivak, "Responsibility," 61; Ray, 72).1 None is predictably the right thing. Caught in this double bind, the teacher is left without a reliable device with which to calculate what her answerability to the material to be taught should be. So we receive "a version of the many possible books that were discarded and rewritten" (Ray, 1). Maybe it all sounds a bit dramatic, but in fact it's an experience of everyday life: like everyone, the teacher must decide how to go on, but every "instant of decision is a madness . . . a decision of urgency and precipitation, acting in the night of nonknowledge and nonrule" (Derrida, "Force of Law," 255). In her continuously reflexive engagement with the texts of Spivak, Ray does not cease reminding her readers that the urgent, productively anxiety-inducing scene of pedagogy is acted out in those texts."

News providers such as Bloomberg's multiplatform service and innumerable business-to-business magazines are flourishing despite the hugely challenging economic climate for journalism. They are catering for a new type of global audience that demands a different editorial strategy. Rather than writing news for local markets they produce for a global professional readership. This paper interrogates the nature of this global news style through linguistic analysis, supported by interviews with journalists. The paper raises questions about the continued efficacy of "traditional" models of journalism practice and notions of audience.

We write regarding legislative and policy initiatives in the State of Arizona that concern us as teachers and scholars of language and literature. You have recently signed legislation (SB 1070) that may place nonnative speakers of English and speakers of

As we read the many pieces submitted for this special issue, "Knowledge That Matters: Feminist Epistemology, Methodology, and Science Studies," we found we needed multiple literacies to understand the numerous types of writing and art. The transdisciplina

In this hitherto unpublished wide-ranging and reflective interview from 1982 on the relationships between language, literature and political change, C. L. R. James examines what is specific to the Caribbean genus of imaginative writing in English. And he

This paper describes a bilingual-bidialectal poetry writing programme set up in a community library in the southeastern United States for multi-age learners. The authors explore the use of poetry as a vehicle for biliteracy development. The analysis draws

This essay explores the conception of the individual in Dewey's democratic writings. Following Dewey's lead, I argue that it is human individuality, including our impulses, habits, and capacities, along with an appropriate environment, that represents the

UNITED NATIONS, Jul 16 (IPS) - Millions of children across the world fail to receive a basic education not only because they are born into poverty, but because local authorities do not allow them to read and write in their native language at school.

MANAGUA, Aug 27 (IPS) - After an intense two-year literacy campaign, Nicaragua has managed to reduce the number of people who cannot read and write to below four percent of the adult population, from nearly 21 percent.

In this article, we share our experiences working with students to read and/or write visual essays, texts that rely more heavily on images with minimal print text. We explore how students consider elements of design as they create a visual essay, which en

Chris Searle took it as axiomatic that working-class children should learn to read, write, spell, punctuate and develop the word as a tool to be used in struggles - their own and those of people like them, wherever they may live - for improvement and libe