Notes that writing center teachers' responses to students depend on what the writers want to say (content), how the writers approached the writing (process), and the conventions needed to prepare the final manuscript (skills). Discusses effective ways to conduct these three types of conferences for each stage of the writing process. (HTH)

Describes a method for teaching students to connect their ideas causally or logically in their writing by talking about the ideas before beginning to write. (HTH)

Interviews Jan Turbull about her work with writing teachers in the St. George Writing Project in Australia. (HTH)

Argues that classical rhetoric has much to offer basic writers, including the fact that rhetoric and ethics are intertwined. (DF)

Reports the results of a survey on the use of teacher produced writing in the composition class. Discusses the reasons why teachers do or do not use their own writing models. (MM)

Describes a comparison of the function of audience in students' writing processes with that of experienced technical writers. Examines students' rough and final drafts for content and style as audience considerations influenced revisions. (HTH)

Discusses the use of models for teaching children to write, suggesting that successive drafts rather than a finished poem used as models of the revision process might be more effective. Includes three drafts of a poem by the author, discussing observations for teaching illustrated by the poem's revision process. (HTH)

Focusing on the composing process, this series of articles discusses improving composing by exploring personal experience and the use of computers and specific computer composition programs for teaching writing. (HTH)

Presents five research-based writing models to help student writers analyze their composition processes: (1) discovery, (2) direct writing process, (3) five-stage process, (4) write-talk-write, and (5) four key questions. Discusses advantages and disadvantages of each model. (PD)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Shows how to teach the six writing processes on-the-job writers will need: invention; adaptation for audience, clarification of purpose, organization, control of voice or persona, and polishing. Processes are based on an informal survey of 125 writers in business, industry and government. Provides teaching methods and application. (PD)

Discusses an approach to teaching writing that emphasizes verbal transactions between writer and reader, the importance of students'"inner speech" and expressive writing, and the teacher as a sympathetic audience. (RL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Suggests activities for using newspapers in the composition classroom. Activities include using information from newspapers during the creative process, using journalistic style to illustrate composition techniques, and using the paper as a tool in learning how to evaluate writing. (HTH)

Examines the powerful roles of rereading and revising within the writing process. Notes how the revision process develops student understanding of the properties of the written word. Suggests four ways by which English teachers may learn the interrelated processes of rereading and revising. (RL)