Examines the effectiveness of a composition class focusing on the relationship between reading and writing. Contains excerpts of student dialog about sex, color, and gender. (TB)

Describes a model of academic literacy instruction in English in content courses, drawing on the collaboration of general education (GE) and English-as-a-Second-Language (ESL) instructors. In this model, GE and ESL faculty codevelop a writing assignment designed to guide students through the writing process and teach them the skills required to…

Examines the relationship between a young writer's identity and his literacy development in a multilingual elementary classroom. (JL)

With fewer church-going youngsters and more dysfunctional families, today's schools have become more involved in character education. A student's death from leukemia propelled the Boston Public Schools into a formal values-education effort. The district offers a comprehensive literature-based program that teaches values such as courage, honesty,…

Examines how conformity to gender or gender expectations can affect evaluation. Finds that women who write either traditional or non-traditional perspectives generally receive the same grade, but a non-traditional perspective is more likely to receive criticism. Finds also that the same is true of men but to a lesser degree. (TB)

Studied effects of social relationships, writing media, and microgenetic development on written narratives with 20 first graders in a within-subjects design. Results show that narratives composed with a word processor are lexically denser and more cohesive than those written in pencil. The facilitative effects of computer-supported writing are…

Rearticulates the relationship of the writing center to institutions by attempting to address the gap between theorizing about differences in higher education and working with differences in the writing center. Discusses why so little is heard from writing centers in composition forums, and why writing centers are such contested sites on so many…

Offers the author's own assessment or perspective on the usefulness of Fredric Jameson's work to the field of composition studies. Discusses his work on postmodernism. Explores in more detail the "pedagogical" functions of art Jameson hints at in his postmodernism work. (TB)

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)

Puts forth a plan for raising student consciousness about audience through peer evaluation sessions. Targets three areas of effective autobiographical writing: an engaging opening; focus; and showing, not telling. Discusses grading rubrics for these categories appropriate for student readers. (TB)

Uses experimental and control group data to show that students' correction of grammatical and lexical error between assignments reduces such error in subsequent writing over he semester without reducing fluency or quality. Further examines how error correction should be done. (Author/VWL)

Discusses the two core approaches (the deep approach and the surface approach) for writing by college students. Deep approach involves conception is oneself as an agent in making meaning and the surface approach is linked to a more passive strategy marked by reproduction of reorganization of information. Concludes with recommendations for…

Explains the process for creating a curriculum in music education. Offers a definition of curriculum and address issues to be considered while designing the curriculum. Discusses how to incorporate the National Standards for Music Education, describes important music concepts, and offer guidelines for writing. (CMK)

Extends a study on the developmental effects of learners noticing differences between their own and native speaker output. Spanish learners were assigned to three groups: task repetition, noticing, and noticing + simulated recall. Learners noticed differences between their own essays and reformulated writing and that there were quantitative…

Uses cloze techniques to examine the development of writers' memory for their own texts. Finds 70% accuracy on writer's cloze to be a consistent cutoff score for detection of plagiarism. Suggests that teachers should be aware that students remember their self-generated texts very well and that these standards can be used to detect and deter…