Table Of Content

to Written Communication Volume 11 Number 1 (January 1994), pp. 1-144 Number 2 (April 1994), pp. 145-280 Number 3 (July 1994), pp. 281-416 Number 4 (October 1994), pp. 417-576 Authors: ADAM, CHRISTINE, see Freedman, A. CARLEY, KATHLEEN, see Kaufer, D. S. CHAPMAN, MARILYN M., The Emergence of Genres: Some Findings from an Exami- nation of First Grade Writing, 348. CHIN, ELAINE, Redefining “Context” in Research on Writing, 445. COPPOCK, JOHN, see Smagorinsky, P. ESKIN, CATHERINE R., see Kinneavy, J. L. FREEDMAN, AVIVA, CHRISTINE ADAM, and GRAHAM SMART, Wearing Suits to Class: Simulating Genres and Simulations as Genre, 193. GERRING, JOAN P., see McCarthy, L. P. GREENE, JAMIE CANDELARIA, Misperspectives on Literacy: A Critique of an Anglo- centric Bias in Histories of American Literacy, 251. GREENLEAF, CYNTHIA, Technological Indeterminancy: The Role of Classroom Writ- ing Practices and Pedagogy in Shaping Student Use of the Computer, 85. HAAS, CHRISTINA, Learning to Read Biology: One Student's Rhetorical Development in College, 43. HEATH, SHIRLEY B., see McHenry, E. KAUFER, DAVID S. and KATHLEEN CARLEY, Some Concepts and Axioms About Communication: Proximate and at a Distance, 8. KINNEAVY, JAMES L. and CATHERINE R. ESKIN, Kairos in Aristotle’s Rhetoric, 131. McCARTHY, LUCILLE P. and JOAN PAGE GERRING, Revising Psychiatry’s Charter Document: DSM-IV, 147. McHENRY, ELIZABETH, The literate and the literary: African Americans as writers and readers—1830-1940, 419. NEWELL, GEORGE E., The Effects of Between-Draft Responses on Students’ Writing and Reasoning about Literature, 311. PRIOR, PAUL, Response, Revision, Disciplinarity: A Microhistory of a Dissertation Prospectus in Sociology, 483. to Written Communication Volume 11 Number 1 (January 1994), pp. 1-144 Number 2 (April 1994), pp. 145-280 Number 3 (July 1994), pp. 281-416 Number 4 (October 1994), pp. 417-576 Authors: ADAM, CHRISTINE, see Freedman, A. CARLEY, KATHLEEN, see Kaufer, D. S. CHAPMAN, MARILYN M., The Emergence of Genres: Some Findings from an Exami- nation of First Grade Writing, 348. CHIN, ELAINE, Redefining “Context” in Research on Writing, 445. COPPOCK, JOHN, see Smagorinsky, P. ESKIN, CATHERINE R., see Kinneavy, J. L. FREEDMAN, AVIVA, CHRISTINE ADAM, and GRAHAM SMART, Wearing Suits to Class: Simulating Genres and Simulations as Genre, 193. GERRING, JOAN P., see McCarthy, L. P. GREENE, JAMIE CANDELARIA, Misperspectives on Literacy: A Critique of an Anglo- centric Bias in Histories of American Literacy, 251. GREENLEAF, CYNTHIA, Technological Indeterminancy: The Role of Classroom Writ- ing Practices and Pedagogy in Shaping Student Use of the Computer, 85. HAAS, CHRISTINA, Learning to Read Biology: One Student's Rhetorical Development in College, 43. HEATH, SHIRLEY B., see McHenry, E. KAUFER, DAVID S. and KATHLEEN CARLEY, Some Concepts and Axioms About Communication: Proximate and at a Distance, 8. KINNEAVY, JAMES L. and CATHERINE R. ESKIN, Kairos in Aristotle’s Rhetoric, 131. McCARTHY, LUCILLE P. and JOAN PAGE GERRING, Revising Psychiatry’s Charter Document: DSM-IV, 147. McHENRY, ELIZABETH, The literate and the literary: African Americans as writers and readers—1830-1940, 419. NEWELL, GEORGE E., The Effects of Between-Draft Responses on Students’ Writing and Reasoning about Literature, 311. PRIOR, PAUL, Response, Revision, Disciplinarity: A Microhistory of a Dissertation Prospectus in Sociology, 483. Index 569 SCHULTZ, KATHERINE, “I Want to be Good; I Just Don’t Get It”: A Fourth-Grader’s Entrance into a Literacy Community, 381. SMAGORINSKY, PETER and JOHN COPPOCK, Cultural Tools and the Classroom Context: An Exploration of an Artistic Response to Literature, 283. SMART, GRAHAM., see Freedman, A. VANDE KOPPLE, WILLIAM, Some Characteristics and Functions of Grammatical Subjects in Scientific Discourse, 534. WINSOR, DOROTHY A., Invention and Writing in Technical Work: Representing the Object, 227. Articles: Cultural Tools and the Classroom Context: An Exploration of an Artistic Response to Literature, Smagorinsky and Coppock, 283. The Effects of Between-Draft Responses on Students’ Writing and Reasoning about Literature, Newell, 311 The Emergence of Genres: Some Findings from an Examination of First Grade Writing, Chapman, 348. Invention and Writing in Technical Work: Representing the Object, Winsor, 227. “I Want to be Good; I Just Don’t Get It”: A Fourth-Grader’s Entrance into a Literacy Community, Schultz, 381. Kairos in Aristotle’s Rhetoric, Kinneavy and Eskin, 131. Learning to Read Biology: One Student’s Rhetorical Development in College, Haas, 43. The Literate and the Literary: African Americans as Writers and Readers—1830-1940, McHenry and Heath, 419. Misperspectives on Literacy: A Critique of an Anglocentric Bias in Histories of Ameri- - can Literacy, Greene, 251. Redefining “Context” in Research on Writing, Chin, 445. Response, Revision, Disciplinarity: A Microhistory of a Dissertation Prospectus in Sociology, Prior, 483. Revising Psychiatry’s Charter Document: DSM-IV, McCarthy and Gerring, 147. Some Characteristics and Functions of Grammatical Subjects in Scientific Discourse, Vande Kopple, 534. Some Concepts and Axioms About Communication: Proximate and at a Distance, Kaufer and Carley, 8. Technological Indeterminancy: The Role of Classroom Writing Practices and Pedagogy in Shaping Student Use of the Computer, Greenleaf, 85. Wearing Suits to Class: Simulating Genres and Simulations as Genre, Freedman et al., 193.