Discusses various ways that writing can facilitate learning in a developmental psychology course. Argues that writing assignments are valuable because they promote active learning and provide another way to teach psychology. (Author/GEA)

Provides a rationale for and description of daily student journal writing, peer evaluation, and revision, which provide students with necessary writing practice without overloading the instructor. (HTH)

Suggests that journalism and literature are indissoluably linked by the nature of their chosen task--to capture life in language that lives--and that journalism students should be exposed to quality literature to help them better understand how authors use language to get a message across. (HTH)

Describes the training program at Penn State University for training nontraditional composition instructors--those with no formal training in English. Evaluation of the training program indicated that students' writing neither benefited nor suffered from new teachers' lack of teaching experience, because of the effectiveness of the training they…

Describes the WEED program, in which students write every day but not all papers receive a teacher evaluation. Discusses getting started, follow-up, collecting papers and grading, incentives, and the results of the program. (EL)

Describes the mentor program of the Teachers College Writing Project of New York City. (HTH)

Explains how to involve students in a composition unit that requires them to complete writing assignments from various points of view. (DF)

Presents sequential approach to writing instruction that draws on power of rhetoric to help students connect with real world. Exercises focus on country's literacy problem and allow students to work with all kinds of discourse in logical sequence while learning to summarize, to analyze their own and their classmates' styles, and to work with…

Surveys more than 100 "authorities"--writing researchers or officials of the National Writing Project--to determine what they believe teachers should be doing in the writing classroom. (FL)

Describes a writing assignment that leads students to see the complexities of cause and effect relationships by having them analyze a complicated court case and decide who is right and who is wrong in the case. (FL)

Explains how to implement and use a peer editing program. (FL)

Questions whether the emphasis placed on the teaching of grammar in the American school curriculum will yield more than modest benefits. Suggests that literacy cannot be attained primarily through analyzing sentences and memorizing rules. (RBW)

Describes using the parallels between developing the persuasive essay and an advertisement to help advertising students become aware of the importance of voice, point of view, and audience. Students complete a written essay modeled after the language and techniques employed by advertisers. (HTH)

Suggests that, in selecting readings or texts for their composition students, instructors should choose the best contemporary prose, thus giving their students models by which they can improve their own writing. (MM)

Describes a comparison of the function of audience in students' writing processes with that of experienced technical writers. Examines students' rough and final drafts for content and style as audience considerations influenced revisions. (HTH)