Describes an incremental approach to writing research papers designed to promote students' commitment and audience awareness. (MM)

Offers a poet's reflections on writing and his schooling. (PRA)

Explores the intersection of poet William Stafford, the poet in each child, and poetry. Discusses influences of Stafford on the author during her academic training and subsequent academic career. Notes Stafford left behind a vision of the world, a way of thinking about the process of writing, and a respect for the writer that is each child as…

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Examines the relationships between rhetoric, composition, form, and content. Notes the need to teach the forms of composition. Urges writing teachers to develop student self-consciousness and understanding of the writing process. (RL)

Recommends using Bloom's Taxonomy of Educational Objectives as an aid to involve students in their writing and to overcome stilted diction while discovering that writing is a process. (CRH)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

States that teachers who view themselves as writers experience the same sort of mental changes that regular writers do. Explains that attitudes about writing change, and higher interest in all things relating to writing increases. Argues that keeping a portfolio of writings is beneficial in the development of writing skills, even in writing…

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Presents a double-voiced narrative that represents a collaborative experiment to rewrite the traditional relationship of a professor and a graduate student. Represents an open invitation to the voices of others, women and men, who will wind their stories with the lines and notes of this story, expanding the collaboration. (PA)

Argues that writing apprehension can be dispositional, but that it can also arise in response to elements in the writing situation. Discusses the elements in timed writing competence tests that can trigger writing apprehension and hinder effective writing. (JK)

Demonstrates that a more useful investigation of the relations between process and product might explore how these models meet in theory and in practice, rather than where they separate. Shows how a less polarized view of process and product might enrich the classroom practice. (EL)

Explains four visual composition preparations providing both concrete experiences to stimulate student writing and a nonverbal means of teaching the internal structure of discourse. (MM)

Assesses surveys of college writing teachers using computers in their composition courses. Results show little consensus in equipment or methods, but indicate that all teachers are positive about the computer's potential as a teaching and writing tool. The questionnaire is appended. (AEW)

Presents some points of divergence between current English and French rhetorical theory. Documents a few standard forms of composition in French that are not found in the English. Assesses pedagogies typical of the French tradition and concludes that the theory and pedagogy of the two languages are quite disparate. (AEW)