Describes the development of the doctoral program in basic composition and rhetoric at the University of Louisville (Kentucky). Discusses the general theory for training basic writing teachers, the kinds of practical experiences they should have, and the course requirements. Includes a bibliography of texts for basic writing teachers. (HTH)

Describes the instruction for basic teachers at Ohio's Findlay College. Discusses course materials and the training of writing assistants and current faculty members. (HTH)

Identifies the general principles underlying the Council of Writing Program Administrators' summer workshop, and the ways in which they are currently being applied. (HTH)

Describes a writing skills program intended for pre-professional students preparing to enter Texas Wesleyan College. (FL)

Describes how adjunct courses can encourage students to see writing as a process of discovery and creation. (CRH)

Describes the development of the doctoral program in composition at Michigan's Wayne State University. Includes a description of core courses, interdisciplinary coursework, and opportunities for gaining practical teaching experience. (HTH)

A basic skills workshop in teaching writing for secondary school teachers held at the State University of New York at Brockport had a focus radically different from the self-defeating skills-drill remediation usually associated with instruction for "basic writing" students. Four assumptions underlay the workshop sessions: (1) all individuals, even…

Describes a program used in three Texas schools in which kindergarten children spend a part of each day writing. (FL)

A writing assistance program at North Carolina State University is designed to help students gain the communication skills they need as professional engineers. The program involves teaching, tutoring, advisory services, and workshops on special topics of wide interest. Each of these program areas is discussed. (JN)

Describes the development and operation of the MIT Technical Writing Cooperative, a means of writing across the curriculum that has been used for more than 25 years. (FL)

Drawing upon information gathered in a survey of eight two-year colleges and one four-year college, this paper discusses the status of writing within the two-year college system. Following introductory remarks, the paper gives a brief profile of one two-year college, Casper College in Wyoming, including data about its background, curriculum,…

Presents results from a survey of colleges and universities on writing across the curriculum (WAC) programs around the country--how they develop, the components that comprise them, and the premises that underlie them. Concludes that the WAC movement is a success. (HTH)

Describes the Advance College Project, a cooperative program between Indiana University and high schools in Indiana wherein selected high school teachers came to campus for summer seminars, high school students applied for specific courses in English composition or other areas, and public school and university officials worked out the…

Describes an experiment at Montana State University in which 12 professors and four freshman composition students were trained to use the university's central computer as a word processor. Concludes that the computer can be a powerful revision aid for writing students. (FL)

Describes a two-track approach to language arts instruction at the secondary school level. (AEA)