Describes the varieties of "Writing Fellows" (curriculum-based peer tutoring) programs. Provides help for starting such programs. Presents results of a survey of WF programs. Offers observations based on the experiences of the director of a six-year-old Writing Fellows program. (RS)

Evaluates the effectiveness of a writing improvement program outside the English department. Finds that the program prepared students for writing on the job. Considers changes in the writing program to make it a true writing-across-the-curriculum program. (RS)

Details a method and rationale for unearthing hidden curricula in departments, colleges, or schools to provide the information necessary for informed decisions about the teaching of writing throughout the university. Describes information about writing within the disciplines gathered at the School of Social Work. (PRA)

Contributes to the knowledge of portfolio systems for writing evaluation by sharing evaluative procedures and their results. Reports on the results of a survey of students evaluated using a portfolio system. Finds that students preferred the portfolio system. (RS)

Examines faculty attitudes toward student writing. Finds a number of positive changes in faculty attitudes about writing after the implementation of an interdisciplinary program designed to improve students' communication skills. (RS)

Explores the reasons why speech and writing are taught independently of each other. Discusses some advantages of integrating the two curricula. Offers options for organizing courses. Provides examples of programs and resources. Describes a survey of writing program administrators regarding whether they integrate speech and writing curricula. (PRA)

Reports on an investigation into the types of writing placement that institutions are currently using, in addition to the kinds of writing courses offered. Outlines current writing placement procedures in hope of spurring further professional conversations concerning these practices. (HB)

Presents research that demonstrates how local institutional practices can preclude benefits of portfolio evaluation. Finds that communal portfolio assessment shifts the primary site of authority negotiation for new composition teachers (teaching assistants) from their relationships with students to their relationships with their more experienced…

Examines the restructuring of first-year composition at Iowa State University. Discusses the exodus of tenure-track faculty from first-year composition in the late 1970's and early 1980's; why upper administration is now mandating tenure-track faculty's return; why the department of English is cooperating; and potential risks in cooperating or not…

Finds that 10 students with experience tutoring at the Writing Center felt that this experience improved their classroom teaching, helping them understand the practical implications of student-centered theory and making them more committed to practicing it in the classroom. Offers two case studies showing how one-to-one teaching in the Writing…

Reports on a survey of 40 geographically representative state and private universities with sizable composition programs. Documents both the need for and interest in peer coaching of teaching assistants. (MG)