Presents a writing unit on sensory composing. (RAE)

Describes a two-part approach to teaching the student research paper that encourages students to make a science of developing research gathering techniques and an art of blending the gathered materials with a perspective that will make the paper more than just a summary of facts. The approach uses biography as a model for research. (HTH)

Stresses the importance of showing students a reason for learning writing skills, not just a "because." Argues that credibility is everything and that proving this is crucial to successfully producing writers who can not only write, but care about their writing. (RAE)

Advocates teaching both classical argumentation and Rogerian rhetoric back-to-back. Advocates assignments using both to highlight the role of audience, the importance of arrangement, the value of tone, the nature of the writer's "ethics," and the use of evidence. (MS)

Argues the necessity of bridging the gap between the personal writing traditionally assigned in basic writing courses and the academic writing which students are expected to produce in their other courses. Offers manageable strategies that enable students to articulate arguments based on sources. (MS)

Offers definitions of some jargon terms frequently used in the composition research and teaching field. (HTH)

Presents a procedural model for use as a prewriting strategy to help students "decenter" or distance themselves from their writing and avoid the generalities that characterize egocentric writing. The model provides opposing viewpoints in a student's analysis of problems or issues. (HTH)

Details a method wherein advance organizers are used to help students learn to deal with cause and effect relationships in their writing. (FL)

Describes a final writing assignment in which students themselves must propose a writing assignment and rationale for future use in the classroom. The assignment forces students to examine what they have learned in the course and gives the teacher some insight into what has not been taught successfully. (HTH)

Discusses activities to teach a Rogerian approach to argument to help novice writers suspend evaluation of the opponent's position and to build their own position on values and knowledge they can share with the opponent. Includes discussion of a passage exemplifying Rogerian strategy. (HTH)

Describes a contract grading system for classes in freshman composition that is designed to encourage a great deal of revision. (FL)

Describes a writing exercise that requires students to solve a murder mystery and persuade their readers that their solution is the correct one. (FL)

Describes a writing assignment useful for high school and college students in which students ponder, discuss, and write about collecting, collectors, and the human impulse to collect. Includes some samples of student writing. (SR)

Explains how an exercise for high school or college students can be disguised as a lecture. States that the first step is to have the students write a conversation, and that after this is done, a whole range of writing devices can be demonstrated, including use of characterization, tone, environment, and plot movement. (PA)

Emphasizes classroom study of poetic patterns and images to enable students to see how poems work without overwhelming them with terminology. (MS)