Applies Burke's dramatistic pentad to the stages of the writing process. (DD)

Guides to assist students in evaluating and revising or rewriting their written works are presented and discussed. (HTH)

Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

This book was born of a desire to provide students, teachers, and all interested readers with a collection of essays that address issues of selection, pedagogy, and worth of the young adult novel. A primary purpose of the book is to enter the world of young adult readers through a literary form they know well, the modern young adult novel. Another…

Offers an activity for use in helping students become aware of the importance of voice in writing and reading. (FL)

A process-oriented freshman composition instructor who stresses invention, drafting, and revision can simultaneously integrate a form of grammatical instruction. Various methods and strategies, both from experience and research on grammar from the classical to the contemporary era, suggest such a creative integration. First, the teaching of…

A major goal in teaching basic writers is to show them the importance of revision in the writing process, specifically revision for correctness (correcting), for creating content (adding), and for cutting out inessential material (subtracting). Revising for correctness includes varying or limiting the assigned revision tasks, varying the length of…

Provides a rationale for allowing students to write in journals that the teacher will never read. Suggests requiring students to write responses to their journal writing at the end of the semester, which would be shared with the teacher and the rest of the class. Includes a sample response. (HTH)

Argues that educators need to demystify the writing process so that students can approach the world of literature realistically. Suggests that exposure to how writers work and to the kinds of situations from which they draw inspiration can provide insights into what is required of a would-be writer. (FL)

Often when teaching creative writing to grade school and middle school students, teachers encounter two problems: students state that they do not have anything to write about, or students keep their poetic voices quiet and imitate the examples that they are given. If students are encouraged to mentally create images of poetic forms and to write…

Presents an exercise that guides basic writing students in their choices, requiring them to make evaluative annotations of each sentence in the draft of a paragraph. Includes (1) a set of questions that incorporate criteria for a sound paragraph and serve heuristically for the revision of the draft, and (2) a student example of the procedure. (HTH)

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)

This monograph is designed to help English teachers see what it is that the literary theory of deconstruction has to offer them as they pursue their work. The monograph focuses on the implications of deconstruction for the English classroom in American schools. It includes a discussion of Jacques Derrida's philosophy of reading and writing a…

Describes a project that provided students with the opportunity to observe and comment on their own writing throughout the year through observations of their childhood writing, a series of journal writings, and writing taken through revision. (EL)