How has the teaching of writing changed in the 21st century? In this innovative guide, real teachers share their stories, successful practices, and vivid examples of their students' creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. The book also addresses assessment:…

At Springfield Technical High School (Massachusetts) tenth grade students are required to spend three six-week periods in writing laboratory classes. As the students write, the teacher moves from student to student for short conferences, checking with each student twice during each class period. Students proceed in a three-step process and are…

Outlines the drastic changes involved in introducing computer technology into the teaching of writing, particularly with regard to the overarching costs of such changes and the sense of dislocation that often accompanies them. Discusses problems that teachers typically have when shifting to computer instruction. (HB)

Both student and adult writers need to learn how to imagine clear and full contexts for their writing. These contexts include awareness of audience, knowledge of purpose, and creation of the proper voice befitting the purpose and audience. The critical necessity of these three elements in writing can be taught and learned most effectively through…

The usefulness of teaching advanced composition in a writing tutorial program has been demonstrated at the University of Massachusetts/Amherst with students who have passed college freshman English and who feel they still need some work in their writing. Justification for using the tutorial method is based on the premise that a teacher cannot say…

Describes an inservice and preservice training program for writing teachers at the secondary and postsecondary levels at the University of Massachusetts at Amherst. Includes a description of a one-day writing workshop and of a graduate course with a laboratory component. (HTH)

Offers a detailed lesson plan for a computer-equipped writing class, featuring the Daedalus Interchange program and a set of goals and activities for teaching synthesis, generalization, and the value of multiple "voices." (SR)

Shows how students improve their powers in writing nonfiction when they are asked to solve writing problems similar to those facing major novelists. Advocates teaching literature by teaching writing, and vice versa. (RL)

Observes two writing teachers, enthusiastic about computers, teaching for the first time in networked computer classrooms. Finds resistance to change attributable to unfamiliarity with hardware and software, the need to cope with print text and electronic text, and conflict between models of writing instruction brought to the facility and that…

Discusses the growing importance of electronic mail among academicians. Offers a rhetoric and a pedagogy that include electronic mail in their fields of vision. Argues that writing instructors should continue to do research into the issues inherent in electronic mail. (HB)

Evaluates two workshops for the teaching of writing offered by the National Endowment for the Humanities for secondary school composition instructors. Concludes that the participating teachers had changed their behavior dramatically and were teaching more expository writing and were teaching it more in line with the writing and editing…

Believing that a course in the novel ought to include the making of prose as well as its analysis, a college English instructor altered his teaching strategy by treating both the novel author and his students as writers. Prior to studying a particular novel, the instructor gave students an assignment that would involve a particular literary…

Examines the implications of word processing technology for the English teacher. (JL)

Explores the differences between e-mail and paper mail, focusing on audience, interface, and rhythm of response. Argues that technological change triggers other changes in a system, creating discomfort, and that this discomfort should not prevent English and writing teachers from studying and accepting e-mail as a legitimate site for writing. (RS)

Discusses the social interaction between writers using electronic mail systems. Shares two stories concerning this written form of conversation. (MG)