Describes the use of "Harper's" magazine "Index" column of statistical facts as an essay prompt in freshman composition classes. Lists specific instructions for the writing assignment. Reports that students generally produce impressive, sophisticated, thoughtful, and well-written essays for this exercise. (SG)

Argues that students can be made more aware of language used in the "real" world by introducing them to figures of speech. (MS)

Argues that journal writing expands students' discoveries about themselves as writers, and extends their abilities to take charge of writing assignments in both English and non-English courses. (MS)

Discusses how the development of critical thinking skills is inhibited in many students because they under-conceptualize the context in which controversy occurs. Suggests ways to raise students' awareness of being involved in a continuing debate, such as using written dialogue as a basis for extending a writing assignment that combines exposition,…

Proposes that freshman writing instructors incorporate the form of writing practiced by the social sciences. Notes that this form constructs an intellectual bridge that leads from a limited "I"-oriented perspective to the academic discourse community. Gives three examples of writing strategies adapted from the social sciences. (RS)

Describes an historical narrative assignment that stimulates students' interest in questions of rhetoric and scholarship as it requires students to combine role-playing, research, and revision. Discusses how students' role as participant/persona in writing the story prompts an intricate multiplicity of decisions as it forces them to filter data…

Describes the work of Barrett Wendell, a composition teacher at Harvard in the late 19th century, giving particular attention to his idea of writing themes--short writing assignments on topics students choose themselves. Reviews one particular student's struggle with Wendell's writing themes. Examines Wendell's political challenges at Harvard as a…

Suggests an alternative understanding of imitation, according to which a student learns by imitating another person, rather than a text or process. Proposes that composition teaching works when it effectively models an identity which students can accept. (MS)