Describes a series of problems based on transformational grammar which are helpful in teaching students how to write. (DD)

Presents eight exercises used in teaching freshman composition students to write poetry. (DD)

Presents a relatively simple set of graphic methods that students can use to sort and organize information that traditional methods of outlining and organizing do not handle well. (JL)

Suggests grammatical problem solving, grammatical worksheets, and grammatical poetry as ways of helping students acquire grammatical fluency. (DD)

Presents a criticism of Evan Carton's description of a writing assignment, noting the contradiction between the assignment's real purpose and the rigid writing restrictions inherent in the assignment that preclude the purpose. Presents Carton's response. (HTH)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Argues that the conventional method of teaching the generic research paper as a separately designated activity is ineffective and misleads students as to the nature of genuine research. (JL)

Analyzes the distinction between utterance and writing to determine why students have difficulty using specific details to explore their generalizations. Describes successful strategies and assignments to encourage student awareness of text and concrete expression. (KEH)

Advocates modeling as an appropriate approach to teaching composition, provided teachers select models carefully and present them as paradigms of dynamic processes and as hints leading to avenues of discovery. Uses N. Scott Momaday's "The Way to Rainy Mountain" to illustrate how such a model can be used to assist student invention. (RBW)

Explores how Stephen Toulmin's "layout" for arguments might be usefully adapted to the teaching of "argumentative" sentence-combining exercises. (JL)

Prescribes steps that can be taken to overcome the problems of teaching the research paper. (JL)

Reviews theories of cognitive development to show that most basic writers are operating below the true-concept formation stage and have difficulty in "decentering"; suggests writing assignments based on inference-drawing to remedy the situation. (DD)

Offers a practical curriculum for the composition classroom which takes into account a socially informed sequence of work. Argues that every student possesses a socially constituted generic lexicon which functions as a complex code of verbal behavior. Urges teachers to establish mediating links between familiar and unfamiliar generic contexts.…

Suggests a possible unified theory of reading, interpretation, and composition based on recent research in composition combined with the theoretical contributions of reader response critics in literature. Describes a pedagogical program based on this theoretical model that uses students' responses to texts as the center of the course. (JL)

Describes the problems of writer-based writers, who are unable to select and relate their knowledge effectively, and proposes exercises to develop their writing skills. (MM)