Uses the critical perspectives of Mikhail Bakhtin's theory of language and Lev Vygotsky's theory of language learning to examine the polyphonic texture of writing workshops, the dialogic classroom, the teacher's role as writer and authority figure, and the student's search for voice and role. (RAE)

Discusses how a teacher was challenged to outgrow previously held beliefs about children and broaden her verbocentric curricular assumptions and experiences by a student for whom art stabilized and gave shape to his thoughts. Notes that the student helped bring real meaning to the idea that learning is "multimodal" in nature. (RS)

Demonstrates that students who attempt graphically to represent their own writing process increase their involvement and self-awareness while validating their new writing behaviors and come to understand their role in managing the unique complexities of their own composing process. (SR)

Reprints a 1983 article from this journal in which the author (a well-known journalist, writer, and teacher) shares advice he gives himself and his students. Updates the article with an Afterword commenting on the earlier writing. (SR)

Presents a brief summary of the findings of a study. Describes three simple procedures to improve the accessibility and readability of journal abstracts: (1) enlarge type size to match that of the text; (2) use paragraph indentation to denote structure; and (3) rewrite abstracts in plainer English. (SR)

Investigates the extent to which draft reviews improved the technical accuracy of two computer documents. Finds that draft reviews encouraged reviewers to make suggestions about all aspects of a document, not only technical accuracy. Recommends that draft reviews be supplemented by numerous other quality control techniques such as user reviews and…

Describes a writing assignment in a business communication class in which students, in previously designated study groups, discover for themselves the complex interaction between a writer and an audience by becoming the president, vice president, and manager of operations of a company, and solve a problem that they can handle only through memos.…

Discusses how peer response journals were liberating for two students. Notes that the technique sometimes works well and sometimes does not. Notes that the two students felt more comfortable in their writing, expressed themselves more clearly, became more responsive, took risks, asked questions, shared opinions, and expressed inner feelings. (RS)

Describes how a specific online program, the Online Writing Laboratory (OWL) of Purdue University, aids the teaching of writing. (SR)

Considers how the problems of writing centers relate to their ethos, or moral character. Advocates a way of constructing an ethos in writing centers which promotes writing response groups rather than just one-on-one peer tutoring. Argues that writing response groups engage writers in valuable ways. (HB)

Outlines five steps to simplify business writing: (1) identify the kind of communication required; (2) analyze the audience; (3) understand the function of the communication; (4) choose the best organizational pattern; and (5) use the most efficient input medium. Claims that business writing can be easy and enjoyable if students follow these…

Maintains that putting a number or letter grade on student writing is fundamentally wrong. Argues that trashing the traditional grading system is the best thing that could be done to ensure better reading and writing among students. (SR)

Reviews speech act theory to explain the function of writing transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. Identifies explicit performatives in samples of professional writing in technical and academic areas. Suggest ways to revise textbooks to include the findings from speech act theory. (SR)

Describes an activity to encourage students to write with specific details. Notes that (at the beginning of each class) students briefly jot down three things that have made them feel good on that particular day. Notes several other benefits of this activity. (SR)

Outlines a method used for teaching brochure writing in nine one-hour class periods. Discusses grading, and notes ways that students benefit from brochure writing. (SR)