In studying these activities as ways of constituting social worlds, students are learning to examine

Contributors Richard Beach is professor of English Education at the University of Minnesota. He is author of A Teacher's Introduction to Reader Response Theories and co-author of Inquiry-based English Instruction: Engaging Students in Life and Literature, Teaching Literature in the Secondary School, and Journals in the Classroom: Writing to Learn. His research focuses on response to literature and inquiry instruction. He is a former President of the National Conference on Research in Language and Literacy and has served on Board of Directors of the National Reading Conference. Kathryn Evans is an assistant professor and coordinator of Rhetoric and Composition at the University of San Francisco, a private, Jesuit university. She has published in Computers and Composition, Teaching English in the Two-Year College, and Language and Learning Across the Disciplines, and she is currently working on a book-length manuscript that more fully discusses the research analyzed in this volume. Linda Flower is a Professor of Rhetoric and past Director of the Center for University Outreach at Carnegie Mellon.. Her work on the contested meaning-making of college students (The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing) led to a comparative study of inquiry in academic and community settings in Learning to Rival: A Literate Practice for Intercultural Inquiry. For the last 15 years she has combined research in writing and problem ...