Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist--teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the…

At the university level, rhetoric dominates conversations surrounding writing pedagogy, yet preservice English language arts teachers are not typically instructed to teach rhetorically. Although the stated exigence of the Common Core State Standards is to prepare students to be college and career ready, this analysis suggests misalignment. This…

Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

In this article, the authors share five practical teaching activities for introducing disability into the secondary English curriculum that also address NCTE/IRA objectives for the English language arts. They have used these lessons to help students better analyze the language/rhetoric of disability, understand how disability is represented in…

The importance of high school students having many kinds of writing experiences is stressed. These experiences include writing to" himself, for" himself, to" others, for" others, and with" others. (Author/LF)

The article discusses and describes a program for English teachers that will enable them to give more interesting and creative assignments to their students. (Author/LF)

A guide for a quinmester course designed to help students identify how various types of paragraphs are developed and to provide experience in composing a variety of both oral and written paragraphs is provided. The guide presents performance objectives, course content, teaching strategies, and lists of student and teacher resources. (DB)

The central concept of a new theory for teaching writing is discussed. The theory states that when students know that the elements in a writing assignment are partly of their own invention, they will be more motivated to produce interesting stories and essays. At the same time, the teacher is able to stress writing skills previously introduced.…

This paper (1) discusses the SQ3R formula for reading: survey, question, read, recite, and review; and (2) proposes a similar formula for remedial composition; R3SW, which means, read, search, select, study, and write. An example of this formula is given, using imperative sentences as the understood subject. In using the composition formula during…

Describes how one biology instructor utilizes freewriting and expressive writing activities as part of his daily lessons. Argues that such a method has increased student interest and productivity and has engaged the teacher more solidly into the content of the course. (HB)

English departments need to develop an honest diversity of writing programs, identifying the unique values of different approaches. (JH)

Of the various unrelated approaches used in advanced college composition courses, one has proved especially successful in encouraging professionalism in student writers: an approach in which students are required to write for and submit their work to professional publications. When students write articles, they deal with many rhetorical modes and…