The aim of this study is to (1) examine, from a sociological perspective, the content of the reading required in a master's course in a U.S. university; (2) investigate the text types found; and (3) assess the learning achieved from the readings by an English-as-a-Second-Language student. (35 references) (JL)

Maintains that composition teachers should urge students to combine linear, objective, abstract masculine tradition with its opposing circular, sensual, subjective, contextual, committed discourse of femininity. Advocates doing so by using the essay to explore a contemporary controversial issue. (SR)

Describes an assignment in which students write a business report on a company they would like to work for, thus providing motivation while they learn the technical aspects of writing a business report. (SR)

Describes a method for developing writing expertise in English-as-a-Second-Language students that involves a sequence of five writing assignments. The method addresses the concerns of writing teachers and researchers and provides students with experience in academic writing. (12 references) (VWL)

Describes the very first interviewing and writing assignment that introductory students do in a high school journalism class. (SR)

Discusses a writing assignment in which students write biographies comprised of literary genres such as dialogues, poems, newspaper articles, obituaries, songs, and letters. (RS)

Offers a pedagogy that invites students to know firsthand how traditional poetic forms are both historic artifacts and living practices. (RS)

Asserts that contemporary women novelists from the Caribbean are writing a new chapter in the literature of adolescence--a study of connections. Discusses the works of Carol Gilligan, and the idea of measuring women's development against a different truth than the male standard. Presents a 10-item annotated reading list. (PRA)

Describes a writing assignment that uses metaphors to encourage students to rethink their assumptions about writing and about themselves as writers. Discusses metaphors of process and speed, fear and courage, control, silence, and metaphors as invitations. (PRA)

Offers three writing activities in the areas of language arts, life science, and visual arts. (MG)

Assists students in recognizing rhetorical situations and in participating actively by instituting semester-long anonymous correspondences between unacquainted students in separate sections of freshman composition. Notes that students achieved greater sensitivity to rhetorical situations and an awakening of resistance. (MG)

Responses from 77 of 125 home economics teachers and 105 of 129 agriculture teachers showed students used writing most often for notetaking and copying information, less for analytic or creative thinking. Teachers did not view writing as a whole process and rarely evaluated style and content; there was little use of self-evaluation, peer review,…

Presents a student assignment which involves interviewing a family member and then drawing images and writing a description of their advice. Includes completed assignments from two students. (SR)

Describes an assignment for high school or college literature classes in which students focus on a particular character, answer a list of questions about that character, and eventually write an imagined yet realistic dialog with that character. Notes that this helps students grasp a character's complexity and depth. (SR)

Describes methods for planning vocational assignments that will meet the special needs of all students. Presents a systematic way to teach students to check their own work before turning it in. (SK)