Contrastive rhetoric studies the writing of second language learners to understand how it is affected by their first language and culture. The field of contrastive rhetoric is as multidimensional as second language writing is complex. It draws on the work of contrastive analysis, anthropology, linguistics, pedagogy, culture studies, translation…

In this article, the authors discuss what works for them in their first-year composition classes. In order to promote critical thinking and goal setting within her developmental writing and first-year composition classes, Susan Plachta begins their first class session by completing the standard introductions and syllabus discussions and finishes…

In this article, the author offers a new strategy for working with sentences in college composition that prompts students to access and apply their native grammatical abilities. The chunking strategy that she advocates is based on meaning and rests at a level of analysis that transcends varieties. It builds on the grammatical competence that…

Describes trends or issues that concern practicing English teachers, including (1) "Technical and Business Reports That Become Research Papers"; (2) "Students as Recipients, Not as Doers"; (3) "Linking Academics and Vocational Studies"; (4)"Inquiring Minds"; (5) "Lack of Student Instruction in…

Outlines three criteria that justify using passive voice. Claims teaching sentence focus--keeping the topic of the sentence in the subject position--will accomplish the end of teaching the appropriate uses of active and passive voice (NH)

Describes three approaches with which grammar may be welcomed back into the composition classroom. Considers how the teaching of grammar is making a comeback, with scholars acknowledging that the objections raised by process theories were valid but also investigating how to use grammar in writing classrooms, how to answer old process objections,…

Argues that students must be taught specific techniques for adapting their prose through increasing the level of language. Suggests one technique of analyzing the choices of subjects and verbs in sentences that can help students produce more intelligent and powerful writing. (HB)

Examines the marginal benefits and possible harm of teaching intensive traditional grammar to writing students. (HTH)

Describes teaching methods and techniques found to be useful by practicing teachers, including "Using 'What Works for Me'"; and "Song Lyrics to Teach Grammar." (HB)

Our students need to be able to adhere to standard written English to succeed in their other classes and to get jobs at the end of their schooling, and it's the responsibility of writing teachers to help them do so. In this article, the author provides a research-based theoretical underpinning for effective grammar instruction as well as several…

Presents four brief essays by teachers addressing "the cost of plagiarism,""involving students the first day,""grammar," and "learning without being taught." (SG)

Describes a method for teaching writing in which a series of passages are rewritten by the student, altered by progressively difficult transformations and manipulations, as an alternative to grammar instruction. (HTH)

Offers strategies for teaching grammar, literature, essay writing, democracy in letters to the editor, and oral presentations of the research paper. (PA)

Suggests teaching remedial composition students to use visual clues--markings and locational indicators--to analyze sentences and eliminate recurring grammatical errors. (AEA)

Describes a technique for introducing the basics of grammar into a college freshman composition course, in which the instructor correlated grammatical structures with students' personality types. (HTH)