Claims that baseball coaches and writing instructors have similar responsibilities--to lead their pupils through the tasks to be learned, not simply to tell their students "how it is done." Argues that the process approach to instruction provides students with the feedback that is essential to learning without unnecessary pressure. (JD)

Presents desirable teaching behaviors that can help teachers provide effective instruction in writing and deal with all three stages of the composing process. (FL)

Asserts that the main goal of writing instruction is to help students attain the competence necessary for academic discourse and the most effective way to do this is to teach the basic strategies for uncovering the rules that govern discourse in any particular context.(SRT)

Explores the background of "mutual knowledge"--an aspect of language theory--and modifies that notion so that it can be applied to composition theory and instruction, specifically audience analysis.

A professional scriptwriter describes a semester course he teaches in which students are required to write 12 scripts. (PD)

Suggests that humans discover who they are and become what they are by communicating with each other; thus, the process of communicating becomes far more important than any particular product. Advocates a rhetoric of assent that takes these assumptions into account. (other, thusBW)

Describes the writing apprehension and difficulty encountered by a teacher participating in a writing institute. Includes a copy of her final essay and some reflections on what the experience and institute taught her. (HTH)

In today's educational climate, it is more important than ever that teachers prepare their students to be effective and competent writers who can write for a variety of purposes. How can teachers teach their students the skills they need to be successful while also fostering an appreciation for the process, craft, and art of writing? Drawing from…

The power of drama provides a real context for narrative writing, and in this book the tool kit of drama strategies has been laid out and used effectively by teachers across a wider range of imaginary contexts. Using drama makes possible a vast range of themes and story contexts which enthuse and hook children into the writing process. The real…

Suggests that through commenting on their own papers, students gradually develop a sense of an imagined external audience and of themselves as writer and audience. (MM)

Instead of approaching writing form as a quality essential to the finished product, it may be useful to discuss it--at least initially in the writing process--as something that emerges during writing and that can be refined during the last editing stages of the process. (HOD)

Recommends ways teachers can help students write better research papers. (JL)

Argues for the importance of applying theory to practice and reports on a study in which a teacher used process-oriented theories of writing in her classroom and found that they led students to examine their own writing processes more carefully and to become more excited about their writing. (FL)

Uses Thomas Kuhn's hypothesis on paradigm shifts--changes in a discipline from established models to newer ones--to examine the developing shift in writing instruction from the product-oriented to the process-oriented model. (RL)

Explains why writing is a mysterious, complex process dependent on a lifetime of experiencing, feeling, and thinking, and why English teachers should be emphasizing writing to an audience more than the learning of mechanical rules. (RL)