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A method has been developed for computing aerodynamic loads on slender missiles with complicated cross‐sections. This method has been applied to the prediction of loads for missiles with folding wings. Comparison of theoretical calculations with supersonic wind‐tunnel measurements indicates that the method should provide satisfactory first estimates of the aerodynamic properties of missiles with folding wings. A series of design charts is presented to allow rapid estimation of lift, folding moment and span loading for a wide variety of folding‐wing configurations.

While PC‐compatible computing becomes ever more complex and confusing, some aspects do achieve clarity. One such aspect, according to the author, is the choice of display. For most users, that choice may be clearer now than at any time in the last six years. Indeed, clarity and aspect both enter into the decision: specifically, greater clarity through higher resolution, and an aspect ratio that finally makes sense. Some informal notes on the history of display “standards” for MS‐DOS computing lead up to a discussion of the current situation. There's still more than one choice to make; the author discusses the reasons why one set of choices, which the author doesn't currently use, may be more sensible than other alternatives. Don't expect equally clear‐cut advice on printers: the author briefly notes why that doesn't appear feasible at this point. That brief discussion is followed by a smorgasbord of citations from the PC literature for July‐September 1989.

Under this heading are published regularly abstracts of all Reports and Memoranda of the Aeronautical Research Council, Reports and Technical Memoranda of the United States National Advisory Committee for Aeronautics and publications of other similar Research Bodies as issued.

To describe the role one classroom writing community played in shaping students’ understandings of the analytical writing genre; and to discuss the impact the community had on students’ developing academic writing identities.

While research has demonstrated the impact of classroom writing communities on student writing practices and identities at the elementary level (Dyson, 1997) and for secondary students engaged in fiction writing (Halverson, 2005), less is known about the role classroom writing communities may play for secondary students who are learning to write in academic discourses. This chapter explores the practices of one such classroom community and discusses the ways the community facilitated students’ introduction to the discourse of analytical writing.

The teacher turned the classroom writing community into an authentic audience, and in so doing, he developed students’ understandings of the analytical writing genre and their growing identities as academic writers. First, he used the concept of immediate audience (i.e., writing to persuade real readers) as the primary rationale for students to follow the outlined expectations for analytical writing. Second, he used inquiry discussions around student work (i.e., interacting with other members of the writing community) to prepare students for a future audience of prospective independent school English classrooms.

By turning the classroom writing community into an authentic audience through inquiry discussions, teachers can develop students’ deep and flexible understandings of a potentially unfamiliar writing genre. Furthermore, by employing the classroom writing community as a support for moving students through moments of struggle, teachers implicate students’ expertise as academic writers, thereby facilitating their willingness to take on academic writing identities.