Argues that the metaphor of writing as a tool is still used because the ideas of Kenneth Burke have not been applied comprehensively. Argues further that Burke's "A Grammar of Motives" implies a radical change in what it means to teach students to analyze and produce texts--a change leading up to and beyond Freireian pedagogy. (RS)

Examines women and the deaf/hearing impaired to develop the metaphor that the "illiterate" can neither give nor receive the language of power--they are, in effect, deaf and dumb. Argues that replacing illiteracy with literacy is eradicating something not fully understood and replacing it with something for which the definition is not…

Argues that composition theory and classroom practice demonstrate that validating oral discourse during the composing process is a necessary, effective, and theoretically justifiable means of transforming experienced speakers into experienced writers. (RS)

Examines the concept of intellectual development, focusing on how differences in writing reflect different developmental models, such as those developed by Piaget and Vygotsky. Discusses the consequences of developmental models on theories of composition and the function of narrative. (MM)

Claims that holistic scoring offers significant advantages over conventional grading systems for: (1) placing students in extra help or enrichment classes; (2) evaluating incoming or transfer students; (3) regrouping existing classroom situations; and (4) providing an expedient measure of writing achievement. (RAE)

At the University of Nevada, Reno, lectureships developed out of a serious problem of staffing freshman composition. Almost all students take two semesters of freshman English, and in the late l970's, when the ability to staff these courses became severely limited, the new freshman sections were staffed by temporary faculty identified as…

This experimental, statistical study investigated the effects that the testing of grammar and writing mechanics would have on the overall quality and reduction of errors in college students' essays for freshman composition. In the experimental group of 42 students, the professor assigned several exercises in grammar and mechanics as a review…

Discusses the philosophical bases (cognitive and rhetorical) and the various institutional manifestations (freshman composition courses, adjunct and upper division courses, faculty seminars, and writing consultants) of writing across the curriculum. Argues that, at its best, writing across the curriculum means a change in the entire educational…

Examines the relationship between composition textbook authors and publishers. Discusses editors and publishers' concerns, and what authors need to know about textbook publishing. Focuses on ideology, economics, legalities, and the need for integrity and respect. Looks at the written contract, contractual brutality, legal counsel, contractual…

The phenomenon of the graduate assistant grew out of the turn of the century need for larger teaching staffs. A debate was formed that still influences the way teachers are prepared for today's freshman composition courses. This debate arose from philosophical and methodological differences in English departments, which at that time emphasized a…

Examines the cognitive needs of novice writers and the role of word processors in the instruction of those writers. Reviews writing software in the categories of idea organizers, text analyzers, process prompters, communication packages, and artificially intelligent writing environments. Suggests future research areas. (SG)

The freshman research paper is the most institutionalized writing assignment in the academy, with the possible exception of the dissertation, and the research paper in general (of which the dissertation may be a species) is the most institutionalized genre of student writing, at least in the humanities. First, the research paper is the most…

Laments the lack of knowledge college-level English instructors have about the bond between reading and writing, as revealed in a survey. Reviews the history of the separation of the teaching of reading and writing and the theory and research on their connections. Suggests classroom applications using these connections. (SD)

The period immediately following the second World War is important for the history of the preparation of teaching assistants in this country because English instruction changed dramatically due to the enactment of the G. I. Bill in 1944. However, the long-term effect of the Bill on curriculum and pedagogy has not been documented. The G. I. Bill…

Examines the roots of the modern language arts curriculum in Canada. Claims it is based on nineteenth-century interdependence of studies in rhetoric, history of the English language, and literature. And asserts that this curriculum was designed to develop rhetorical and critical sophistication. (JK)