Discusses a process to guide students at various levels of writing ability to inquire into unfamiliar and often intimidating subject areas. Notes the process is based on a Piagetian learning cycle that asks students to identify areas of cognitive dissonance, and to engage in a conversation about ways of resolving their uncertainty. (RS)

Analyzes why conceptual ambiguity surrounds the subject of writing plans: why they are viewed alternatively favorably and unfavorably; why they are sometimes mental and sometimes written constructs; and why they are sometimes indistinguishable from writing goals. Concludes that one problem is the view of writing as product. (SG)

This article discusses methods for teaching students to improve the introductory paragraphs of their papers and essays. The use of specific concrete images, interesting contrasts and facts, and illustrative metaphors to grab the reader's attention is explored, and examples of students' writing and brainstorming processes are provided. (PB)

Presents a nine-assignment sequence that has students engage three interconnected problems of writing and word processing. (SR)

Bilingual students who choose to study their native language in school have unique needs. Once they have been identified and placed in a special class for native speakers, these children must learn to match their familiar verbal language with the less familiar written language. By becoming translators and interpreters for the school, writing for…

Describes metaphor as being alternately an "ornament" or a powerful way of knowing. Focuses on the latter definition, so that teachers may better discover their tacitly held beliefs on writing, learning, and teaching. Offers examples of teachers using metaphor in writing. (PA)

Discusses written procedures that explain library tasks and describes methods for writing them clearly and coherently. The use of appropriate terminology and vocabulary is discussed; the value of illustrations, typography, and format to enhance the visual effect is explained; the intended audience is considered; and examples are given. (seven…

Presents a positive view of collaboration in rhetorical scholarship, citing both the theory in favor of it and the positive experiences of scholars in the field of rhetoric. Offers some guidelines for successful scholarly collaborations. (PRA)

Discusses ways to use the author awareness approach (a sense of who wrote the story, how, and why) to teach writing. Notes that this approach improves students' reading as well as writing. (SR)

Describes techniques, based on four of the journalistic prompts (what, where, why, and how), that can help writers create contexts for their readers, thereby improving readers' comprehension and enlisting them in the creation of the discourse. (SR)

Gives advice (based on first-hand experience in the aerospace industry) on content, format, writing style, and enhancement techniques that can make successful resumes. Gives examples and how-to tips for producing traditional and out-of-the-ordinary resumes. (SR)

Describes the effects of two prewriting strategies for the generation and storage of ideas (external storage and heuristic) on freshman English students' compositions in honors and basic writing classes. Both honors and remedial students produced the best essays when writing under conditions closely approximating their usual prewriting behavior.…

Describes a writing assignment that places emphasis on objective writing, including a special focus on transitions as a way of encouraging students to give greater attention to specific details. Emphasizes the need to be objective and factual and the need for precision and accuracy. (MG)

Discusses the problem of integrating reading, writing, literature, and composition courses. Offers suggestions on new ways to approach literature through writing. (PRA)

Describes an informal experiment designed to explore the relationship between drawing and writing, and the meaning held in the drawings. Finds that drawing should not be relegated only to small children, but should be used to help older students explore their thoughts and feelings as well. (PRA)