Describes a freshman composition assignment in which students create fictional figures and approach a final biography about the figure through a series of shorter essays. (HTH)

Uses the critical perspectives of Mikhail Bakhtin's theory of language and Lev Vygotsky's theory of language learning to examine the polyphonic texture of writing workshops, the dialogic classroom, the teacher's role as writer and authority figure, and the student's search for voice and role. (RAE)

Argues that as long as classroom grammar is couched in vague or technical terms, it is not "basic" enough to help students with genuine literacy problems. Discusses how the grammar of students' speech can be sufficient for students' writing when properly brought to their conscious attention. (HTH)

Provides a rationale for and description of daily student journal writing, peer evaluation, and revision, which provide students with necessary writing practice without overloading the instructor. (HTH)

Focusing on the composing process, this series of articles discusses improving composing by exploring personal experience and the use of computers and specific computer composition programs for teaching writing. (HTH)

Discusses the dangers of writing instruction that encourages "voice" (expressiveness of style) by capitalizing on the same kinds of fears that power evangelism. Claims this approach is not appropriate for all students, may cause problems when a piece is to be written by a committee, and may not be essential at all in factual, informative…

Describes the characteristics of an alternative writing workshop in which the author controls the discussion. Discusses the respective roles of the writer, the readers, and the teacher in such a workshop. (HTH)

Suggests that using sociolinguistics as the subject of a semester-long course leads to real and exciting research rather than technically correct but lifeless "dummy runs" for real research in freshman composition courses. (MG)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Decries the narrow focus of teachers' comments on technique at the expense of content in students' essays. (HTH)

Describes the emphasis on creativity in expository writing in a college composition class. Outlines four traits of creativity promoted and encouraged in student nonfiction writing and writing assignments for that purpose. Includes samples of students' creative nonfiction. (HTH)

States that, by teaching students to look for a relationship between what they say and what they do not say in their writing, teachers can show students that it is possible to establish new configurations, to change their minds, if they choose. (MG)