Describes the efforts of the basic writing program at the University of Louisville (Kentucky) to develop portfolio evaluation procedures to replace exit examinations. As a result, collaboration has come to play a more important role in relationships between administrator and teacher, as well as between teacher and student. (JK)

Use of the whole language theory can improve the reading and writing of the language-learning disabled. This paper describes resource room characteristics necessary to create a whole language-learning environment and outlines instructional practices consistent with whole language theory, such as reading aloud, language experience approach,…

Ideas are presented for enhancing written expression programs for learning-disabled students. The ideas include, among others, creating a writing center in the classroom; encouraging students to share their writing with the teacher and classmates; capitalizing on such student interests as personal correspondence, a journal, and important…

Approaches a writing assignment in an all-girls classroom by differentiating between what men think is funny ("guyfun") and what women think is funny ("galfun"). (NKA)

Identifies context variables in written composition from theoretical perspectives in cognitive psychology, sociology, and anthropology. Considers how multiple views of context from across the disciplines can build toward a broader definition of writing. (JD)

Examines the structure of 100 pieces of nonnarrative writing composed by students in grades 1, 2, and 3. Analyzes the coherence in each of the pieces and the hierarchical ordering of information. Suggests the inadequacy of the term "expressive writing" to describe the initial writing done by students in the sample. (AEW)

Discusses the importance of the computer in the history of literacy and proposes that electronic technology will foster change in both the structure and symbolic character of writing. Writing as technology, the structure of electronic text, computer symbols, the spatial character of writing, and writing and speaking are considered. (EM)

Class activity ideas presented include: the use of world records to teach superlatives; a unit on a new French city; storywriting; and creation of crossword puzzles to teach vocabulary and test comprehension. (MSE)

Suggests that, because English teachers are often more knowledgeable about composition theory and pedagogy, English departments should house writing-across-the-curriculum programs. (ARH)

Focuses on the positive impact of the professional development model that has evolved from the initial set of principles and practices James Gray laid out for the Bay Area Writing Project at the University of California in Berkeley in l974. (NH)

The definition of progress as applied to writing research and practice is examined, and three different approaches to understanding the writing of exceptional children are considered: a literal approach, an interpretive approach, and an evaluative approach. The scientific and social implications of each of the approaches are considered.…

Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

Deans of student affairs at U.S. medical schools were surveyed regarding the composition of "dean's letters" (summary letters sent near the end of students' undergraduate medical training to be part of the students' residency applications). They were asked to describe themselves and the letters they write. (MLW)

Creative uses of Apple II microcomputers in classrooms are described. Projects involved topics ranging across the curriculum, with many involving writing and most using AppleWorks software. (MNS)

Describes some experiments with evaluating pupils' written work and gives teachers a few alternative techniques for correcting students compositions and for dealing with sentence-, paragraph-, and composition-level errors. Provides examples of how these techniques have been used at the secondary school level in Africa. (SED)