Presents five beliefs about teaching writing that include (1) writing teachers should write well; and (2) writing workshops are the best place to learn both how to write and how to teach. Argues that the implements with which writers work, such as the pen and paper, have a direct effect on the quality of the writing. (NH)

Discusses three books on Zen and writing that (1) question assumptions of Western discourse and literacy practices; (2) offer ideas to help individual writers unearth their creative energy and potential; (3) advocate alternative discursive practices; (4) discuss possibilities of an embodied literacy predicated on kindness and compassion; and (5)…

The purpose of this research study was to explore what effect instruction in metacognitive strategy (MS) use had on student achievement in a hybrid developmental English course at a community college. The study examined whether the addition of teacher-led or peer-led instruction in MS use would result in improved writing ability for the student…

The present paper underscores the importance of the cognitive orientation of English as a Foreign Language (EFL) students in their success in writing courses. A few suggestions are made as to how EFL teachers can put their students on the right cognitive path in their writings.

Teaching rhetorical production in a digital age calls for us to rethink our discipline's current distaste for writing mechanics. Yet, the digital mechanics of writing are much broader than grammatical concerns. They include production tools that allow for the invention and circulation of audio, visual, and Multigenre writing. (Contains 3 figures…

This article addresses an under-researched area of graduate studies: the role of writing groups in developing the research and publication potential of university graduates. Drawing on focus group discussions with participants from a pilot program conducted in the Arts Faculty at Monash University in Australia, the authors investigate the outcomes…

One of the purposes of this study was to examine whether or not the present and past standardized tests in the state of Texas had any positive impact on the writing abilities of the limited English proficient (LEP) Mexican-American students. Another objective of the study was to determine if one test was more effective than another. In this case,…

Describes a seminar for sociologists designed to improve their writing skills. Explains that peer critiquing by seminar members led to healthy constructive criticism and provided a forum where writing was no longer an isolated experience. (BSR)

Advises teachers not to evaluate students on day-to-day growth, but instead to allow for measurable growth, evaluating them after a suitable period of time has elapsed. Assumes that true growth in writing occurs slowly, that it is seldom linear, and that distinctions between disparate texts remain spurious. (MS)

A teacher shares her technique for improving student writing: add detail. Forget organization, cutting, and adding more information. Get students to focus only on adding more detail to information already included. Examples are given. (MT)

Compares the content of the new genres of newsletters--the in-house letter focusing on writing quality--with what writing coaches have said are the major writing problems. Indicates that the newsletters may need refocusing and that, while coaches said news writers' chief problems are conceptual writing improvements, newsletters focus on mechanics…

Notes that while compound nouns are the lexical trademark of many technical languages, their simple surface structure belies the complexities involved in their generation and comprehension. Suggests that by considering carefully these underlying complexities, technical writers can improve the readability of their texts. (HTH)

We determined that a Center for Business Communication (CBC) had a significant impact on helping college of business students improve as writers. The variables were labeled college grade levels, male vis-a-vis female, frequency of visits, reasons for visits, pre-diagnostics vis-a-vis post-diagnostics, and declared majors; they were tested for…

Describes how writing with specifics can transform poetry, helping to create vivid pictures in the reader's mind. Offers three of the author's own poems that illustrate the judicious use of detail. (SR)

Offers pointers on how to coach reporters to better their writing. States that a coach needs to ask good questions, listen well, and read well. Adds that a coach helps a journalist improve his/her copy and does not "fix" writing. (PA)