Describes writing assignments that other teachers may wish to present in their classes on women's issues. (CRH)

Argues that, like high school teachers, college teachers also teach every day and feel like they are "in the trenches." Notes that, although college teachers and high school teachers operate in different settings, they are both teachers. Suggests that college teachers and high school teachers can and should talk to each other. (RS)

Presents a small sampling of the letters and manuscripts received in response to an earlier article by Karen Jost. Notes that, upon considering all the responses, those supporting Jost's position that writing teachers should not be expected to write outnumber those disagreeing by five to one. (RS)

Argues that writing teachers who do write do not represent the majority of high school writing teachers and that their efforts should not be construed as a mandate for the rest of the high school writing teachers. Concludes that most writing teachers do not write because of a lack of time. (RS)

Considers: (1) research by George Hillocks using meta-analysis to examine four modes of composition instruction; (2) role playing in classroom to improve student writing of persuasive letters or opinion essays; (3) process approach to English instruction, which allows for complex nature of individual learning styles; and (4) resource for promising…