Offers alternatives to sexist language, with related learning activities, which business communication instructors can use to promote affirmative action writing. (RL)

The first of a series of columns which will describe the progress of a longitudinal research project on the writing process funded by the National Institute of Education for two years. (DD)

Describes activities and exercises that develop children's music appreciation and general listening skills, preparing them for composing original lyrics and music. (RL)

This paper discusses why different classroom techniques are needed in composition classes for teaching English to foreign speakers and to non-standard English speakers. Current pedagogical methods for teaching and testing composition for the two kinds of speakers are reviewed. Sentence combining, discourse analysis, and cloze testing are…

Offers ideas for designing or redesigning English composition courses so that they meet the needs of students in nonacademic, vocational programs. (GW)

Defines "Techlish" as a wordy, awkward form of English prevalent in technical reports. Supplies numerous verbose examples and suggestions for avoiding this downfall. (CP)

Presents the results of a national survey of materials and activities used by high school English teachers. (DD)

Points out that the realistic concern for and knowledge of rural students in their own particular contexts help to motivate students in a composition classroom. (MB)

One of America's foremost authors explores the unique paradox of the writer's craft in this country: a craft that, hedged by affluence and opportunity, is losing its self-esteem. The influence of American culture and experience on the individual's sense of purpose is noted. (Author/LBH)

A review of the use of specific word processing programs to teach foreigners English language composition discusses advantages and disadvantages of such features as spelling checkers, prompting markers, and formatting programs. Suggestions are presented for enhancing students' writing skills both with and without word processing help. (CB)

Discusses T. Eagleton's view of rhetoric as a study of the political power of discursive practices, comparing it to views of other theorists. Argues that composition faculty should welcome Eagleton's socialist-inflected revival of rhetoric because he embeds it in a deconstruction of the polarities that marginalize writing teachers and empower the…

Describes the development of an assignment designed to take the place of the standard research paper. The new assignment is of particular relevance to teacher education, especially in English and language arts. (AEW)

Addresses the debate over writing instruction based on canonical literature, content, great ideas, and literary theory and the debate stressing the writing process and social science based models of teaching and learning. Proposes an integrated reading and writing program emphasizing textuality--the way meaning is produced in a text by the…

Bilingual elementary pupils can successfully learn to write in English if they write about what is important to them, get feedback from their peers, use "invented spelling," and are allowed to work with partners. This report describes a third-grade teacher's class experience. (PS)

Examines text structure of argumentative writing in English by Korean speakers as compared with native speakers'(NS) writing in Korean and NS writing in English. Interactive text analysis showed English essays had a clear structural pattern that the Korean essays lacked. Sample essays and questionnaires are included in Appendix. (Author/LMO)