Argues that basic writing students need incremental assignment sequences to experience success in writing and to develop their abilities to write about abstract concepts. Describes a four-part sequence of writing assignments moving from observing to narrowing to generalizing to theorizing. (RS)

Describes an approach to teaching a literature-based first-year composition course that allows students to read poetry and understand it, which in turn helps them to become better writers. Outlines class activities and writing assignments that foster independent thinking and personal writing, finally leading to essays. (HB)

The concept of student voice has become a powerful metaphor in college-level writing class. In this article, the author enthusiastically invites her students to activate their "voices." But like healthy self-concept or freedom or individuality, voice only comes from within. It cannot be given, imposed, and "taught." Too many students seem hesitant…