Describes one teacher's habit of bending the rules with relation to issues of English curriculum and testing. Describes teaching as being often a subversive activity. (HB)

Explains how an English teacher settled into an unproductive, formulaic approach to teaching writing and how he reformed himself and his teaching through a discovery of the processes involved in writing. Describes exercises and notebooks that furthered his new "process" approach to teaching writing. (TB)

Describe the experiences of a writing teacher as she completed a biography-writing assignment along with her students. Notes that teachers can gain insights into (and an understanding of writing they assign) by doing the assignments along with their students. Notes that many students, even reluctant writers, produced memorable biographies of…

As teaching argumentative and persuasive writing returns to the classroom, so does the question of how to do so effectively. Process writing reforms over the past 30 years have sought to change the ways writing is taught from drill and practice in grammar exercises to a focus more on continuous writing and revision. Arguing from an ecological…

Describes the use of the writing-across-the-curriculum approach in a college psychology course. Reports on a study of the effect of summary writing exercises on 16 students. Finds that participating student scores on the final examination were eight percent higher than nonparticipating students. (CFR)

Reports on a study about the influence of different writing tools and classroom environments on students' writing processes and achievement. Finds that using computers rather than pen-and-paper writing was less teacher dominated and more student independent. Discusses implications of the study. (CFR)