Argues that the perennial problem of boring student writing is solved when assignments provide writers with target readers, enabling students to find their appropriate voice. Discusses a sample assignment in which students explain how to do something they do well to readers who don't know how to do it. (JG)

Describes method in which students write a draft requiring some writing skill before learning about that skill. Concludes that predrafting (1) enforces first-drafting; (2) shows students their natural writing abilities; (3) emphasizes discovery of substance first, rules and form second; (4) promotes an active student role; (5) arranges learning in…

Offers an approach to using film as an object of analysis for writing classes having no previous knowledge of film terms and techniques. Provides 19 study questions to stimulate identification and a description of a director's techniques to facilitate an interpretation of what the film means. (JG)

Illustrates Toulmin's simple three-step model of argumentation (claim, grounds, backing) with various proposition and syllogisms. Implements such heuristic quests at each step as "What position do I want my audience to take?" Proposes Toulmin logic as a strategy for teaching inductive and deductive thinking in composition. (JG)

Describes and compares the major approaches to organizing a writing course, classifying them under the following four terms: traditional modes, process, epistemic, and stylistic. Discusses the basic tenets of each teaching philosophy, suggests appropriate textbooks, and identifies various ways of implementing these approaches in the classroom. (JG)

Arguing that writing must be a construction of reality and a discovery of meaning, proposes a role for the writing teacher analogous to the facilitating relationship of professional writers and their editors. Identifies three principles for the teacher as editor: (1) do not give assignments, (2) do not give grades, and (3) ask writers to talk…

Proposes Toulmin approach to logic as an organic process alternative to the battlefield model of argumentation. Shows that in a Toulmin four part argument structure--data, warrant, backing and claim--the argument field from which the warrant and the backing arise determines the data available to support the claim. Thus the relativity of multiple…

Presents an assignment sequence, based on James Moffett's sequence of narrative types, designed to teach the various points of view most often used by authors. Provides instructions, including names of model texts for students to write pieces imitating such narrative techniques as interior monologue, correspondence, dramatic monologue, diary,…

Introduces three terms--synapsis, synesthesia, and synergy--applied to writing instruction as heuristic concepts. Describes classroom exercises, such as removing transitions from an essay and asking students to restore synaptic life to the paragraphs, viewing painting masterpieces to find analogous aesthetic concepts in written composition, and…

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Asks what can an advanced composition course offer its students that is both new and valuable to all of them despite the diversity of students' fields and career goals? Argues that job-related writing requires special attention to audience. Suggests ways to organize course content to develop audience awareness. (JG)

Discusses the heuristic role of yes-no questions in college composition and provides two such methods for brainstorming and focusing. Presents a binary graph device ("Matrix") that correlates subjects and concerns to generate yes-no questions. Also presents a flow-chart model structuring information in the question-evidence-resolution pattern. (JG)

Describes a teaching technique that capitalizes on the individual meanings a piece of literature can have for different students. Explains how it encourages students to concentrate first on facts that they notice in a text and in the inferences they make based on those facts. (FL)

Applies H. P. Grice's theory of conversation (the Cooperative Principle, and the Maxims of Quality, Quantity, Relation and Manner) to a method of teaching revision. Explains that viewing writing as a cooperative transaction improves students' sense of audience, purpose, and diction. Analyzes a student draft via this method. (JG)

Arguing that writing teachers can neither ignore the teaching of grammar nor expect it to succeed if taught in the traditional way, examines the methods, organization, exercises and terminology of the freshman English handbook, identifies problems, and suggests alternatives to helping students satisfactorily edit their papers. (JG)