KEVIN BROOKS  (Kevin.Brooks@ndsu.nodak.edu) is an Assistant Professor of English at North Dakota State University. He has published articles on the history of general education and the history of writing instruction in the universities of the Great Plains, and is currently working on a history of writing programs in the Red River Valley of the North. He teaches undergraduate and graduate course in writing, and is currently engaged in classroom research that is exploring the descriptive and pedagogical uses of activity theory for understanding how writers work in electronic environments.

DIANNE COMISKEY (dcomiskey@rwu.edu) is Associate Professor of Writing Studies at Roger Williams University, where she teaches undergraduate courses in academic writing and creative writing; in addition, she has designed and teaches lower and upper level classes in the interdisciplinary core curriculum. She has published a short story and has had a creative nonfiction piece accepted in a forthcoming publication. Currently she is on sabbatical researching and writing a historical novel.

REBECCA MOORE HOWARD (rehoward@syr.edu) is Associate Professor of Writing and Rhetoric at Syracuse University. Her scholarly work explores the role of composition in the university insofar as it negotiates the tension between gatekeeping and student empowerment. Standing in the Shadow of Giants (Ablex, 1999) explicates how that tension informs pedagogical approaches to plagiarism.  Her other publications include Coming of Age: The Advanced Writing Curriculum (Heinemann, 2000).

SANDRA JAMIESON (sjamieso@drew.edu) is Associate Professor of English and Director of Composition at Drew University, where she teaches graduate and undergraduate courses in creative non-fiction and composition theory, and undergraduate composition. She also supervises the academic component of internship projects conducted as part of the college writing minor, and is a member of the writing faculty in the Arts and Letters program.  Her publications include The Bedford Guide to Teaching Writing in the Disciplines: An Instructor's Desk Reference, with Rebecca Moore Howard (Bedford, 1995) and Coming of Age: The Advanced Writing Curriculum (Heinemann, 2000). Her research explores the relationship between theory and pedagogy within the field of writing.

NANCY NESTER (nnester@rwu.edu) received a Ph.D. in English from the University of Rhode Island.  She is an Associate Professor in the Department of Writing Studies and in the Interdisciplinary Core Program at Roger Williams University.  Nester has written, for publication or presentation, papers on American drama, images of family in contemporary American fiction, moral philosophy and the pursuit of utopia, critical literacy and pedagogy, writing for change, and service learning.  Recently her article entitled “The Agoraphobic Imagination:  The Protagonist Who Murders and the Critics Who Praise Her,” published in American Drama. Volume 6, No. 2. Spring 1997, was selected for inclusion in an anthology (forthcoming, late 2002) of best essays published during American Drama’s first ten years.  Her current research involves pragma- dialectics and the written comment.

LINDA K. SHAMOON (shamoon@uri.edu) is Professor of English, Director of the College Writing Program, and Director of the Faculty Institute on Writing at the University of Rhode Island. She has published articles on the research paper, on writing across the curriculum, on the place of rhetoric in composition programs, and on writing center practices. She has received numerous major grants to develop and support writing with electronic technology at the University of Rhode Island, and she is a founding member of the Intercollegiate Electronic Democracy Project. Her publications include Coming of Age: The Advanced Writing Curriculum (Heinemann, 2000).  In addition to directing the writing program, she serves as a regional consultant for writing across the curriculum.

ROBERT A. SCHWEGLER (rschweg@uri.edu) is Professor of English at the University of Rhode Island. He teaches first-year composition, scientific and technical communication, writing about culture, and a number of other advanced courses. His research currently focuses on concepts of error and correctness and their social consequences.  His many publications include Coming of Age: The Advanced Writing Curriculum (Heinemann, 2000).