Reviews the inclusion of literacy lessons and rhetorical learning into the architecture and urban planning curricula. Reviews these curricula in order to demonstrate how they can be turned to inform attention to place in the teaching of writing. Concludes with a discussion of some assignments that such perspectives support. (SG)

Analyzes research on the behavior of writers and applies it to the development of writing curriculum. Includes an outline of an example of goals and objectives for teaching writing based on such an analysis. (MD)

The principal of an Indiana high school relates how he involved staff in the development of a writing program (Project Write) through the use of "skills models." Includes references. (MD)

Argues that technical writing teachers must understand desktop publishing. Discusses the strengths that technical writing teachers bring to desktop publishing, and the impact desktop publishing will have on technical writing courses and programs. (ARH)

Focuses on the kind of assessment that takes place within a classroom context, and therefore looks at assessing, grading, or testing writing, since when educators talk about classroom assessment they talk of grades and tests, at times using all three terms interchangeably. Hopes to draw educators into new conversations about assessment and the…

Argues that technical communication courses, particularly introductory courses in technical writing, must include a translation component if they are to prepare students for the kind of work they are now likely to encounter as technical communicators. Suggests the time is ripe for changing the curriculum so that students receive instruction in how…

Discusses the process of writing as a way of learning and "Writing across the Curriculum Programs." Outlines the program developed at Williamson High School in Alabama that successfully trained the English department to serve as consultants to the school in developing such a program. Includes two figures and references. (MD)

Outlines the results of a followup study done in 1986 (10 years after the initial study) on why high school teachers can't effectively teach writing. The study finds that, despite reductions in class size, somewhat better teacher preparation, and higher awareness of administrators, the barriers to effective teaching of writing have not changed…

Argues for an integrated, developmental curriculum in which teachers teach non-narrative forms as part of children's desire to make meaning. Outlines elements of an integrated K-12 curriculum and discusses non-narrative writing and reading in relation to narrative in the context of the whole curriculum. (MM)

Assimilation and accommodation are two approaches for developing language arts curricula for gifted elementary grade students. Some adaptations, such as more individualized reading may be readily assimilated into existing curricula. Other changes, such as providing opportunities for technical writing, require more accommodation of current methods,…

Looks at the current interest in thinking about rhetoric and composition not just as a required first-year course but as a program of study. Suggests that the current trend to think not just of writing courses but of writing studies and a curriculum with advanced courses, majors, and minors is interesting and important. (SG)

Considers how in the 1990s most English departments have altered curricula to accommodate the explosion of the canon, the emphasis on cultural studies, the arrival of new technology in writing and literature classrooms, and the varied learning styles of students. Discusses how many of these changes have been patches rather than substantial…

Poses questions--and some answers--essential to the development and expansion of technical communication offerings beyond the basic course in technical writing. (RL)

This article discusses recent thoughts and findings concerning the value of creative writing for gifted students and best practices for its instruction. Discussed are a five-step plan for curriculum development, the use of literary models as keys for discussion and emulation, and the complexities of evaluating student work in such a subjective…

Describes how and why writing program administrators should get involved in developing a technical communication program. Discusses one such program, in which students are prepared as technical writers to enter the profession of technical communication. Suggests how to begin and how to develop ties with the industrial community. (HB)