Explains how instructors can use a journal assignment to facilitate and monitor student groups without directly participating in them. Shows how students learn how to run groups that succeed. (EL)

These guidelines for designing and operating a computer assistance facility (microlab) to teach college level composition cover the following areas: resource materials on computers for teaching English; flexibility of microlab design; microlab software and hardware (microcomputers and printers); writing microlab manuals; research potential of the…

Four contributors discuss methods of integrating speech communication instruction with English and writing instruction. (SRT)

Discusses shifts in language/composition research over the past 20 years as they relate to an emerging consensus about English teaching. (SRT)

Offers five axioms that express a philosophy of technical English and describe a perception of language use that is considerably different from that of literary English. Concludes that the study of English should include much more than just the study of literature. (SRT)

Proposes that teachers use their own writing as a teaching tool. Discusses both the left-brain logical, rational approach and the right-brain intuitive approach to invention and states that in composing their own methods and materials, instructors can stress both patterns of creativity by illustrating how each complements the other. (EL)

Describes one English teacher's search for the "scholarly artisan" among his technical students in a two-year college and how the search has changed the attitude with which he approaches his classes. (HTH)

Reviews communication capacities of computers that can be used to enhance the writing process; reports on recent studies of the social effects of using computers in writing classes, including a case study of student collaborative writing; and discusses research and teaching implications of research findings. (MBR)

Maintains that to teach students to write like historians, teachers must begin by asking how historians write, and then teach students to duplicate that method. (EL)

Describes assessment techniques for accommodating various facets of the process approach to teaching writing. Includes rating scales, self-evaluations, peer evaluations, holistic scoring, and team grading. (EL)

Describes a teaching method that uses Molly Bloom's soliloquy from James Joyce's "Ulysses" to teach punctuation to freshman writing students. Argues that the assignment helps students discover their power as orderers. (EL)

Describes the currently advocated "process approach to writing," its advantages over traditional instruction, and the potential of the computer to simplify the process. Three word processing software programs designed to teach writing to elementary school children and a package of programs to teach writing to adults are reviewed. (MBR)

Describes a collaborative project that grew out of the Montana State University nursing faculty's dissatisfaction with their students' writing and university writing center faculty's interest in integrating writing instruction into non-English classes. Discusses the Discovery Journal (an exercise in "freewriting"), case study…

Presents comments and responses on three "College English" articles: Robert Connor's "Journals in Composition Studies," Dennis Rygiel's "On the Neglect of Twentieth-Century Nonfiction," and C. H. Knoblauch and Lil Brannon's "Writing as Learning through the Curriculum." (RBW)

Describes ERIC materials that include a range of exercises involving photography, adaptable for most age groups, linking both reading and writing. (HOD)