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)

Shows how the eagerness to learn and the wealth of experience of senior adults makes a composition course in autobiography particularly effective for such students. (JL)

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)

Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

Presents portions of a journal kept while student teaching in English in a high school. (TO)