Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for…

Writing is a core school readiness skill, yet preschools typically provide children with limited writing opportunities. To consider how curricular materials guide writing instruction, the five most common Head Start curricula were systematically examined in accordance with the Head Start Early Learning Outcomes Framework. Curricula were coded…

Student debt, some might contend, is a purely financial matter and begins long before students ever arrive on a college campus. Responding to composition's relative disinterest, this article looks to begin the conversation regarding debt's place in the teaching of writing. Against the transactional mechanism lenders insist it to be, debt, as the…

Notes that Writing Across the Curriculum (WAC) is growing at a perceived time of crisis in education and perceived strengthening of the forces of globalization. Suggests WAC should tinker with its existing techniques to promote critical thinking in even the most basic exercises. Concludes that in doing so, it can help students develop into…

Notes that technical writing instruction often operates in isolation from other components of students' communication education. Argues for altering this isolation by moving writing instruction to a place of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Discusses two models…

Describes the incorporation of writing into theater courses and ways of crafting engaging writing-intensive courses. Contends that in designing writing-intensive courses, theatre professors need to analyze the learning styles, strengths, and weaknesses of theatre majors. Concludes that writing can deepen students' learning experiences, encourage…

Explores the differences in the author's life between when she was a writer who taught and a teacher who writes. Explains that when she was a teaching writer, she wanted to shock, surprise, and astound students immediately with the potential of language. Concludes that as a classroom teacher, her goals are reached more slowly. (PM)

Recounts Hill-Murray School's commitment to and involvement in the outcomes endorsement process for the past six years. Describes the steps the school took while focusing on writing as its target area goal. Also identifies a sub-population of students for writing development. Reports on a number of new initiatives in the school's curriculum.…

A legal research and writing course at Stetson University is described that follows a separate legal bibliography course (one credit hour) for freshmen. Having completed the legal bibliography course, students progress more rapidly with better results in the research and writing course. (MLW)

Examines the problems that the document "English: From 5 to 16" poses the English teaching profession, particularly in trying to gauge how far it needs to be understood in the context of apparent moves toward a more centrally controlled curriculum. (DF)

The authors review current practices in writing instruction in adult literacy classes. They observe that students spend little time writing. Innovative teaching activities are mentioned. They discuss goals of writing instruction and how to adapt present practices to meet the writing requirements of the General Educational Development Test. (CH)

The Language Arts Supervisor of the Des Moines, Iowa Independent Community School District is responsible for supervising and coordinating all aspects of the middle and high school language arts program. Aspects of the program include curriculum development, instructional material selection and implementation, staff development, evaluation, and…

Intended for language arts teachers at the junior and senior high school level, this curriculum guide provides a framework for literature, language, and composition instruction for grades 7 through 12. Course curricula are presented on four different levels for each grade, and include objectives and prerequisites for literature study, language…

A study of the implementation and effectiveness of a unique magnet program, this first-year evaluation deals with the International Baccalaureate/Writing Academy magnet program implemented at San Diego (California) High School during the 1985-1986 school year. The first chapter points out issues and concerns of the program, while the second…

Designed for the classroom teacher, this composition handbook suggests ways in which the teacher can integrate composition activities with the Macmillan language program. The first part of the handbook examines the following research findings: (1) students learn to write by writing, (2) a variety of writing experiences is necessary, (3) the…