Facilitates students' writing for completeness, objectivity, and tact with an assignment to write a memo or letter to two or more people with different interests in the information. (MS)

Presents a simple classroom exercise that transforms a remote future need for grammatical competence into a more practical, immediate, and useful skill. (HTH)

Argues for a context-sensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. Offers examples of classroom practices to help teach a concept of plagiarism as situated in context. Concludes that plagiarism is an area where students need access to their teacher's…

Offers a modest new taxonomy for rhetorical heuristics for arrangement, one of the five major divisions of classical rhetoric. Suggests schemes suitable for academic discourse, such as "obvious before remarkable,""literal before symbolic," and "explanation before complication." Supplies a limited theoretical context…

Discusses the "stock issues" approach to argument, presents a contemporary stock issue system for the arrangement of a single composition, and constructs a model argument as a way of demonstrating how the system works. (FL)

Contends that students need to be taught how to analyze their audience and to adapt what they say to that audience. Describes teaching methods used to introduce students to the use of a heuristic model for audience analysis in written discourse. (FL)

Offers a heuristic for writers to appraise the relative value of information in texts as an aid to revising. Uses the example of noun strings versus prepositional phrases. (SR)

Offers suggestions on ways to introduce a workshop audience (of faculty, teaching assistants, or new composition instructors) to composing as women. Discusses classroom structure, teaching the composing process, the rhetorical situation, designing writing assignments, teaching expository form, using peer review groups, responding to drafts,…

Presents a title-writing exercise which can be completed in class in 20 to 30 minutes. Asserts that the exercise works for many writers as a strategy for focusing and developing. (PRA)

Shares a Bakhtinian reading of a student paper to illustrate how to help students uncover discourses and their points of intersection and weigh the claims of each as they work toward developing a consciously critical point of view on what they read through what they write. (MG)

Examines research on using word processors for writing and writing instruction. Argues that research can mislead and discourage teachers from using computers in their classrooms. Asserts that word processing encourages students to have fun while guiding them through the revision process. (MM)

Describes how having students evaluate their teacher's writing can develop the teacher's sensitivity when responding to student compositions. Suggests ways which help clarify teacher responses to student writing. (MM)

Describes a practical freshman composition writing assignment in which students composed career profiles of notable alumni, which were subsequently used by the college career planning and placement office. A sample letter and profile are included. (HTH)

Establishes a coherent and teachable sequence covering some of the practical principles, progressions, and patterns that fluent writers use in arranging their material. (FL)

Illustrates key features of visual rhetoric as they operate in two professional academic hypertexts and student work designed for the World Wide Web. Considers how by looking at features like audience stance, transparency, and hybridity, writing teachers can teach visual rhetoric as a transformative process of design. (SG)