Straub, Richard E. "Reading and Responding to Student Writing: A Heuristic for Reflective Practice." Composition Studies (30.1): 15-60.

Keil, Charles, John Trimbur, and Peter Elbow.  "Making Choices about Voices." Composition Studies (30.1): 61-66.

Richmond, Kia Jane.  "Repositioning Emotions in Composition Studies." Composition Studies (30.1): 67-82.

Despite the existence of a large body of work in composition studies dedicated to how students and teachers interact with each other and with knowledge, there seems to be less research that focuses on emotional components within the student-teacher relationship.  In order to underscore much of the existing work and to point to other ways that we might investigate emotions and their contribution to the teaching and practice of writing, this essay focuses on recent trends in composition (how the emotions have or have not been included in discussions emphasizing writing instruction) and on opportunities for further research which gives attention to affective issues.

McCurrie, M. Kilian.  "Crossing Boundaries: Reflective Practice, FYC, and General Education." Composition Studies (30.1): 83-96.

Roberts-Miller, Patricia.  "Post-Contemporary Composition: Social Constructivism and Its Alternatives." Composition Studies (30.1): 97-115.

This paper argues against the notion that the common trilemma of social constructivism, positivism and expressivism exhausts our options for philosophies of mind. The paper criticizes the hegemony of social constructivism in rhetoric and composition by applying to social constructivism the criteria by which positivism and expressivism are rejected, and argues that there are far more than three options, using Habermas's recent work to exemplify an option not captured in the dominant expeditio.

Law, Joe.  "Electronic Writing Center Work: Surveying New Terrain." Composition Studies (30.1): 117-125.

The three books under review suggest the variety of responses among writing center professionals to recent developments in computer-mediated communication. The essays collected in Inman and Sewell’s Soaring with OWLS tend toward uncritical enthusiasm and are often theoretically unsophisticated. The most satisfying portions of Coogan’s Electronic Writing Centers are those drawing on Althusser’s notion of ideological state apparatuses to examine writing centers and on Bakhtin’s principle of answerability to posit email tutoring as a viable space for challenging the “strategy of containment” that sometimes finds its way into writing centers. The essays gathered in Hobson’s Wiring the Writing Center are characterized by guarded optimism, tempered by critical reflection on past and current practices. Law believes it is the most useful of the three books reviewed.