Shows how the eagerness to learn and the wealth of experience of senior adults makes a composition course in autobiography particularly effective for such students. (JL)

Presents a relatively simple set of graphic methods that students can use to sort and organize information that traditional methods of outlining and organizing do not handle well. (JL)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Argues that the conventional method of teaching the generic research paper as a separately designated activity is ineffective and misleads students as to the nature of genuine research. (JL)

Explores how Stephen Toulmin's "layout" for arguments might be usefully adapted to the teaching of "argumentative" sentence-combining exercises. (JL)

Prescribes steps that can be taken to overcome the problems of teaching the research paper. (JL)

Reviews theories of cognitive development to show that most basic writers are operating below the true-concept formation stage and have difficulty in "decentering"; suggests writing assignments based on inference-drawing to remedy the situation. (DD)

Describes the problems of writer-based writers, who are unable to select and relate their knowledge effectively, and proposes exercises to develop their writing skills. (MM)

Argues in favor of teaching thesis and the forms of exposition by means of assignments such as personal narrative, autobiography, and observation out of direct experience. Describes one such assignment. (RL)

Offers research topics and three class activities designed to explore the implications of sexism while building reading and writing skills. (RL)