An application of reader response criticism, with its abundance of ways of construing readers, permits writing teachers to identify sets of readers for students more effectively than simply exhorting them to remember their audience while writing. Composition teachers can employ the concept of "narratee" (the author's alter ego) as a…

Intended for the reluctant writer who finds writing difficult or is unable to put ideas on paper, this guide examines the characteristics of the reluctant writer and suggests strategies for teachers to use when dealing with these characteristics. It also reviews the writing process, categorizes the reluctant writer according to grade level, and…

Describes method in which students write a draft requiring some writing skill before learning about that skill. Concludes that predrafting (1) enforces first-drafting; (2) shows students their natural writing abilities; (3) emphasizes discovery of substance first, rules and form second; (4) promotes an active student role; (5) arranges learning in…

Presents a dialogue between two adherents of the process centered paradigm of rhetoric: one a "classicist" who sees art as the knowledge necessary for producing preconceived results by conscious, directed actions, and the other a "romantic," who sees art as "magical" inspiration. (HTH)

Presents an essay refuting Hairston's proposal that the composition profession is undergoing a radical shift in paradigm to one based more on the writing process. Presents Hairston's defense of her proposal. (HTH)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Argues that composition teachers need to spend more time teaching writing as a process. Suggests that models of the writing process should avoid strict references to prewriting, writing, and rewriting stages and should instead reflect the reality that each aspect of writing may occur at any time during the composing process. (TJ)

Describes what one high school writing teacher would do to make a writing workshop work effectively. (RL)

Examines "writing" as a word that means one thing to some people and another to others. Suggests that sloppy usage of such a charged word could lead to trouble. Looks particularly at the move from the "writing process" or "process writing" and at what this semantic transformation indicates. (TB)

This article presents an exchange between Kip Strasma and Elizabeth Tomlinson. Strasma responds to "Gender and Peer Response" by Tomlinson, and Tomlinson responds to Strasma's ""Spotlighting": Peer-Response in Digitally Supported First-Year Writing Courses." Both of them respond to each other's cross talk.

Building on Sheen's (2007) study of the effects of written corrective feedback (CF) on the acquisition of English articles, this article investigated whether direct focused CF, direct unfocused CF and writing practice alone produced differential effects on the accurate use of grammatical forms by adult ESL learners. Using six intact adult ESL…

The relation between teaching, instruction and children's learning arises whenever models of the teaching-learning process are discussed or whenever problems of learning occur. Despite massive research efforts we still know little about how differences in learning activities are related to students' learning. The primacy of teachers and teaching…

This essay shows the range to complexity for assessing academic service learning experiences. Corso recommends that instructors understand expectations for cognition, affective response, and communication competence as they place students into academic service learning experiences and as they assess learning outcomes within such contexts. Corso…

Time and opportunity to discover truths are essential in education. Discovery takes repetition and trial and error. Discovery crosses intellectual and disciplinary boundaries as well. What is learned through the diverse experiences of one's academic and individual lives will pollinate each other if there is room left for discovery. The tyranny of…

The complexity of the writing process makes it more useful to isolate a variety of processes or parts of processes that can be taught and learned. A narrow view of writing as product leads to a misinterpretation of the process as a definite sequence--prewriting, writing, rewriting--when in fact it is much more recursive. Proper analysis of product…