Describes a cross-disciplinary peer teaching program to improve high school teachers' writing skills. The 16-week program succeeded because of four main ingredients: administrative support, a long-term commitment to improving student writing, an onsite, inservice design, and incentives for teacher involvement. (MLH)

Investigated whether the use of a computer and the desire to increase readability levels of their writing would encourage student writers to revise. Results indicated an increase in the readability grade level from original drafts to revisions. (SRT)

Discusses elements of an in-house writing seminar: criteria for selecting a consultant (teaching experience, business experience, fees, etc.), management support, the seminar format, and seminar evaluation using a questionnaire. (CT)

Describes experiences teaching advanced reading and writing at a school for juvenile offenders. (EL)

Describes a technical writing exercise used in the writing assistance program of a school of engineering. The exercise involves comparison of an original and rewritten memo to illustrate poor technical writing and how it differs from its better-organized and better-developed counterpart. (HTH)

Presents a five-step model for problem solving in approaching composition writing assignments. Explains how it worked in an actual classroom setting. (EL)

Discusses student responses to and interactions with a professional children's writer who visited a fifth grade writing workshop. Describes the emerging confidence as writers of the children and the classroom teacher as a result of the author's visits. (HTH)

Recounts observations of a bartender working in a lounge patronized during a rhetoric conference and notes that the composing processes the bartender exhibited are similar to those needed by writing students. (DF)

Explains how the use of parody can improve students' writing and add more zest, zing, and vigor to their writing style. (HOD)

Interviews Ron Padgett, editor and writer, about his attitude toward editing, his views on allowing students to edit writing, and his experiences with having his own writing edited. (DF)

Discusses similarities between teachers and editors, such as the fact that both editors and teachers have to approach manuscripts with open and attentive minds and respect the integrity of the text. (DF)

Describes the Advance College Project, a cooperative program between Indiana University and high schools in Indiana wherein selected high school teachers came to campus for summer seminars, high school students applied for specific courses in English composition or other areas, and public school and university officials worked out the…

Advocates modeling as an appropriate approach to teaching composition, provided teachers select models carefully and present them as paradigms of dynamic processes and as hints leading to avenues of discovery. Uses N. Scott Momaday's "The Way to Rainy Mountain" to illustrate how such a model can be used to assist student invention. (RBW)

Discusses the advantages of having writing students read their work aloud in class. (FL)

Describes fourth-grade students' experiences during a concentrated research writing project. Shows through a case study how students learned to present objective information through a narrative vehicle. (HTH)