Because Dominique (or D-Mon, as he liked to be called) had drill before class, he would sometimes come in late in the author's class, his army boots silently moving across the tile as though he were trying to sneak by a sentry. The army fatigues that he wore were supposed to help him blend into a desert landscape, a tan-and-brown world of sand. In…

Hip-hop as content in a first-year writing course offers students a powerful way to connect with their worlds. This article draws on Marcel Proust as a kind of rhyme to legitimate hip-hop as a substantive expressive medium to achieve artistry in writing.

Shows how the modeling of established poetic forms can help community college students to write poetry. (TB)

Describes the organization of a writing workshop for women, and the characteristics unique to a group of women students that made the course successful. (HTH)

Presents two writing activities. Gives a brief description of an activity of personal reflection for composition students. Describes a composition classroom activity for writing effective introduction lead-ins. (SG)

Encourages students in creative writing classes to grow as writers by following in some way the words of advice given by an older, wiser, professional writer. (CRH)

Offers a humorous strategy for enlivening composition courses that involves having the students emulate Andy Rooney's writing style. (NKA)

Presents results of a six-week research project in a creative writing class that focused on developing audience sensitivity among students. Describes three units combining social, rhetorical, and informational perspectives. Concludes that a sequential approach seems to increase audience sensitivity among students. (KEH)

Presents five short teaching tips written by five different authors on the following topics: newspapers, writing exercises for aspiring elementary school teachers, telephone directory as research tool, structured essay assignments, and teaching description with Raymond Carver's "Cathedral." (TB)

Explains reasons for eliminating the requirement of "personal" writing from the curriculum in adult classes. (EL)

Outlines a series of summary-writing assignments which focus on differences between expository and literary texts, and provide unusual opportunities for students to develop their response to literature. Maintains that such summaries increase students' facility as perceptive readers and insightful writers. (SR)