Argues that the perennial problem of boring student writing is solved when assignments provide writers with target readers, enabling students to find their appropriate voice. Discusses a sample assignment in which students explain how to do something they do well to readers who don't know how to do it. (JG)

Details a semester-long research project for freshman composition. Notes that because this project views research as a transactional process, students have more time to read, write, and think about their topic throughout the semester. Provides a project overview, sample handouts, and detailed comments on all aspects of the assignment. (MM)

Describes an assignment that bridges the gap between research on disciplinary discourse and the curricular goals of a first-year composition course, which, in this case, was linked with a section of first-year history. (TB)

Assists students in recognizing rhetorical situations and in participating actively by instituting semester-long anonymous correspondences between unacquainted students in separate sections of freshman composition. Notes that students achieved greater sensitivity to rhetorical situations and an awakening of resistance. (MG)

Illustrates Toulmin's simple three-step model of argumentation (claim, grounds, backing) with various proposition and syllogisms. Implements such heuristic quests at each step as "What position do I want my audience to take?" Proposes Toulmin logic as a strategy for teaching inductive and deductive thinking in composition. (JG)

Claims that library research is more profitable for students if teachers do not focus on the activity as relevant only for the writing of the research paper, but rather treat research as part of the recursive generative process of writing. Suggests principles to incorporate the activity of research into a number of writing assignments throughout…

Demonstrates that the first-year composition class can be a particularly important contact zone in that it can serve as an arena for exploring the pedagogical value of several types of first contacts that new students experience in the other contact zones of the university. Analyzes student papers to illustrate how students discover the social…

Shows that while student humor has definite pedagogical usefulness in teaching the conventional academic modes of discourse and language, it also can become a vehicle of subversion. (TB)

Examines the theoretical dichotomy existing between expressionists and social constructionists in the areas of writing conventions, writing teacher roles, and the positions that writers assume in their discourse. Identifies serious implications for writing instruction because of the exclusionary nature and rhetorical focus of each theory. (KEH)

Focuses on two seemingly oppositional kinds of writing, academic discourse and personal writing, and the reasons for labeling two apparently distinct modes of writing as such. Argues that these terms are not adequate for composition teachers. Considers the value of another form of writing, public discourse, for portfolio activities. (HB)

Narrates how one writing program administrator at a small private college implemented a portfolio assessment program in first-year writing courses. Describes the difficulties of developing a consensus regarding the criteria of good writing. Advocates the process of group interaction as a means of faculty development and collegiality. (HB)

Suggests that William Perry's and Jean Piaget's theories explain the persuasive essay topic choices of freshman composition students. Notes that intellectual development stages identified by Perry reflect students' changing world views, and that Piaget found a tendency toward hypothetic-deductive thought among adolescents. Asserts that both…

Investigates reasons to utilize student journal writing in composition classrooms. Presents current research in psychology and epistemology providing insight into the value of journal writing. Shows through numerous student journal excerpts how journal writing helps students progress in their intellectual development. (HB)

Describes the author's approach to student-centered learning through writing workshops. Focuses on a series of class assignments in which students read, write about, and discuss "The Autobiography of Malcolm X" to encourage them to accept responsibility for their own learning. (JAD)

Recommends the use of a fictitious term paper with stringent format requirements, but without content, to enable students to concentrate on format. Emphasizes that the assignment gives students an opportunity to experience school as play. (MS)