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The twenty-three selections in this volume are essays, research studies, and personal narratives by the "silent majority" in composition studies: teachers and researchers with viewpoints that Sheryl I. Fontaine and Susan Hunter note are often voiced in private conversations but seldom printed in scholarly journals or aired at professional conferences.

Rather than focusing on the traditional categories of pedagogy and research, Fontaine and Hunter organize the essays into four sections: the invisible pedagogue of the discipline, the model of power that dominates composition, the...

The twenty-three selections in this volume are essays, research studies, and personal narratives by the "silent majority" in composition studies: teachers and researchers with viewpoints that Sheryl I. Fontaine and Susan Hunter note are often voiced in private conversations but seldom printed in scholarly journals or aired at professional conferences.

Rather than focusing on the traditional categories of pedagogy and research, Fontaine and Hunter organize the essays into four sections: the invisible pedagogue of the discipline, the model of power that dominates composition, the...

The 16 essays in this book provide a theoretical underpinning for freewriting.

Sheryl I. Fontaine opens the book with a description of the organization, purpose, and content of students 10-minute unfocused freewriting.

Pat Belanoff discusses the relationship between skilled and unskilled student writers.

Richard H. Haswell analyzes forms of freewriting.

Lynn Hammond describes the focused freewriting strategies used in legal writing and in the analysis of poetry.

Joy Marsella and Thomas L. Hilgers suggest ways of teaching freewriting as a heuristic.

Diana George and Art Young...