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Washington, Gene – 1991
If writing teachers want to use modality effectively, they first have to deal with three problems: identification of markers of modality in English; representation (the use of models for modality); and correlation (pedagogical usefulness, and writing strategies for students). Two models of modality address the problems which writing teachers…
Descriptors: Grammar, Higher Education, Models, Writing Assignments
Roberts, Claudette – 1994
The degree to which process writing deconstructs traditional notions about a fixed final product came to the attention of a high school instructor and her students when they attempted to select their best "essays" for a contest the school was holding. The students in this class found that some of their best writing occurred not in their…
Descriptors: Essays, High Schools, Higher Education, Process Approach (Writing)
Peer reviewed Peer reviewed
Kaywell, Joan F. – English Journal, 1996
Explains how the reading of young adult fiction can help young adults to write better. Presents exercises in writing good first lines; using detail; using simile and metaphor; and sharing significant insights. Provides excerpts from young adult fiction. (TB)
Descriptors: Adolescent Literature, Classroom Techniques, Fiction, Metaphors
Fredericksen, Elaine – 1996
Composition teachers and researchers recognize the difficulty young writers, especially females, face as they enter postsecondary education and attempt to learn the language of the academy. Addressing academic audiences "takes confidence and authority, qualities that are often challenged in women because of their historical exclusion from and…
Descriptors: Academic Discourse, Females, Feminism, Freshman Composition
Grow, Gerald – 1995
Deliberately writing badly can be an effective way to learn to write better because knowing when writing is bad is an essential element in knowing when it's good. There are distinct advantages to encouraging students to learn the rules by breaking them. Deliberately doing it wrong removes the threat of failure. Students are playing; they are…
Descriptors: Higher Education, Humor, Journalism, Layout (Publications)
Beins, Bernard C. – 2001
When students study the discipline of statistics, a domain that can be remote and abstract for them, it is critical that they understand what the numbers mean and how those numbers help people arrive at decisions. This paper presents different approaches that help students learn how researchers actually work with statistics and shows how students…
Descriptors: Classroom Techniques, Content Area Writing, Higher Education, Psychology
Grayson, Sandra M. – 1996
Most college students are not accustomed to writing about, reading, analyzing, or discussing 19th-century Black literature, especially slave narratives. As many educators try to include more Black literature in their curriculums, there is a growing need to develop successful methods to approach the texts so that students are prepared to write…
Descriptors: Black Literature, Higher Education, Literature Appreciation, Nineteenth Century Literature
Evans, Karin – 1996
In a Purdue University English 101 class, students were told to identify an audience outside the classroom for each paper they wrote. The central challenge to composition teachers is preserving elements valued in teaching academic writing in the context of ill-defined problems to be addressed outside the classroom. Most useful for instructors…
Descriptors: Academic Discourse, Audience Awareness, Freshman Composition, Higher Education
White, Fred D. – 1991
The cognitive skills associated with the writing of fiction and poetry are equally important in analytical and evaluative writing. Excluding them from freshman composition in particular discourages the students from developing a genuine mastery of critical writing skills. Teachers of college freshmen should not define "creative" as the…
Descriptors: Creative Thinking, Creative Writing, Expository Writing, Freshman Composition
Otte, George – 1991
Lev Vygotsky and others have shown that "that which is within" is partly the product of socialization--a welter of competing claims, roles and voices. Teachers should aim, however, to achieve negotiation rather than suppression, transformation, or accommodation among these competing elements. With this in mind, 20 minority students at…
Descriptors: Foreign Students, Freshman Composition, Higher Education, Minority Groups
Young, Lyn – 1993
Noting that a small portion of older emergent readers are usually found in all primary classes, this pamphlet discusses how teachers can help students with reading difficulties see how to fit together the snippets of literacy-related information they may have already acquired. After a brief introduction, the pamphlet suggests that children learn…
Descriptors: Class Activities, Emergent Literacy, Foreign Countries, Primary Education
Barnes, Marjorie – 1999
This paper offers a model for Writing-Across-the-Curriculum (WAC), for faculty and students at Union County College (UCC). The paper summarizes the history of WAC at UCC, which was introduced at the college in 1978, but did not become institutionalized. It also explores faculty views on the teaching of writing and the role of writing in the…
Descriptors: Community Colleges, Educational Needs, Program Design, Program Development
Horning, Alice S. – Composition Chronicle: Newsletter for Writing Teachers, 1997
Using reflective writing throughout the composition course yields better reflective writing for composition portfolios. As writing courses make increasing use of portfolios for individual and program assessment, reflective writing will become more and more important. Brief reflective statements of as little as one paragraph, even when done as a…
Descriptors: Classroom Techniques, Freshman Composition, Higher Education, Instructional Improvement