Most students avoid the reflective nature the writing process requires. Their resistance to meta-cognition, thinking about one's thinking, often means they are incapable of capitalizing on their strengths or improving upon their weaknesses. The author believes students who are familiar with writers' lives and habits will be that much more…

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: LEVEL: High school and college. AUTHOR'S COMMENT: Many would like to abandon the distinction between "lay" and "lie," but I still receive enough questions about it to continue teaching it. Finding that students did not believe me when I taught them to substitute…

This collection of essays by college and high school faculty represents a variety of practical approaches that can be used in composition classes. The essays and their authors are as follows (1) "Undercover Preparation" (Judy Anderson); (2) "Paragraph Development from Visualization: 'a paragraph ain't nothing but a sandwich!'"…

This paper discusses strategies for teaching college composition, emphasizing "mechanical-meaningful-communicative" (M-M-C) sequencing. Under the M-M-C sequence, a student performs the following exercises: mechanical exercises, which build success in stimulus-response learning; meaningful exercises, which provide stimuli for problem-solving tasks;…

This collection of 26 brief essays by college and high school faculty represents a variety of practical approaches that can be used in composition classes. After a foreword by the editor, the essays and their authors are as follows: "Writing as a Moral Activity" (Judith Anderson); "Specific Details (Orangen't You Wise to Use…