Argues that, if teachers want to see real writing improvement with their students, they must become advocates of free voluntary reading. Describes improvements the author has seen in his students, and lists some suggested titles for a classroom library collection. (SR)

Discusses ways an editor can cut out words to help the reader understand quickly. Discusses dead wood, redundancy, redundancy in thought, smothered verbs, false precision, editing and academia, and making copy smoother. (SR)

Looks at the importance of valuing children's play for its contributions to writing skills. Shares the insights a teacher derives from observing children in situations where they seem to be "only playing." Reminds readers of the crucial connection between assessment and teaching that should be maintained. (MG)

Focuses on how educators can teach writing well, with a particular emphasis upon revision. Discusses the prewriting stage, prewriting conferences, drafting, revision, directed revision practice, and evaluation. (MG)

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)

Complains that, even though composition instructors beg their students to improve their writing style, much professional writing is stylistically dense and unreadable. Questions whether writing teachers can teach style or whether asking for sentence variety is useful. Criticizes the treatment of style and sentence variety in composition textbooks.…

Examines how instructors may motivate students to improve their writing skills. Compares goal- and punishment-based grading systems for students. Tests two exemplary systems to determine their effect on students' performance and perception. Finds that, although both systems improved students' writing, they were perceived differently and the…

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)

Discusses issues of document organization, document length, and writing style for avoiding bureaucratese in writing government documents. (SR)

Argues that the best journalistic prose has a claim to literature. Observes that some leading literary figures started as journalists. Identifies authors whose use of symbolic detail, interposition of narrative voice, and sensory description are particularly notable. Suggests that the challenge of teachers and students is to dare to employ similar…

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)

Describes a modestly postmodern experiment (in an Advanced Composition course) with feminine linguistic spaces (Woolf, Welty, and Mairs) crisscrossing academic borders and existing simultaneously within and without traditional institutional modes. Uses Luce Irigaray's essay "Is the Subject of Science Sexed?" to comment on this undertaking. (SR)

Discusses ways for teachers to develop their own writing workshops. Discusses briefly four teacher-generated workshops. (RS)

Discusses problems of collaborative writing. Introduces the "collage" as a teaching activity and lays out directions for its use. Suggests several methods for helping solo writers get comfortable collaborating with other writers and improve their solo writing. Attempts to make collaborative writing easier, more inviting, but more complex, and…

Discusses teaching grammar to high school journalistic writing or sophomore honors English students. Discusses grammar testing and the need some colleges feel for required language courses. Presents four teaching ideas for high school teachers to help their students achieve in writing. (RS)