Maintains that the concept of decontextualization is fallacious, and that meaning is a dialectical process between reader and text involving, in addition, the intentions of the writer as well as the historical and cultural contexts of the text, or its place in the world of intertextuality. (EL)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (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)

Describes a busy executive's writing process when writing a report for a board and points out its similarities to writing demanded of students. (EL)

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)

Suggests using the writing folder for such reasons as gaining an improved description and assessment of individual growth in writing, getting a better descriptive picture of writing achievement within the class, and assisting teachers in improving their assessment of writing. (EL)

Describes assessment techniques for accommodating various facets of the process approach to teaching writing. Includes rating scales, self-evaluations, peer evaluations, holistic scoring, and team grading. (EL)

Defends the study of literature in the elementary and secondary grades for its ability to help students think both creatively and critically. Provides objectives for teaching literature such as development of perception, expression, cognitive style, aesthetic awareness, moral values, and writing ability. (SRT)