Discusses materials in the ERIC system dealing with inservice session on writing as a process, improving teacher writing skills, conducting classroom research, and improving teaching attitudes. (HTH)

Suggests that the composing process is a kind of mental trip, a development of ideas not merely determined by one's limitations but conditioned, rather, by some ongoing circumstances not easily commandeered by the ego. (HOD)

Based on interviews with university faculty, describes the impact of word processing upon their writing habits. (HOD)

Discusses the discrepancy between theory and practice in writing instruction. Offers suggestions for improving such instruction. (EL)

Raises questions about process research in writing. Points out the need to broaden the concept of what happens when people write and the need to press some questions about processes involved in coming to know generally. (EL)

Describes efforts of the faculty writing workshop at New York University to help teachers redefine themselves as writing teachers based on being a writer rather than a teacher. Describes the activities and rationale for each workshop. (HTH)

An account of how the author's son began writing as a play activity, issuing tickets to neighbors, attempting to read and interpret signs, and participating in making shopping and duty lists in the household. Includes observational recommendations. (CRH)

Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Views the writing act as an act of exploration rather than the reporting of what was discovered and emphasizes six elements that achieve the surprise in writing, including expectation, ease, and acceptance. (DF)

Describes how a workshop format in a composition class lessened the teacher's workload and provided students with additional learning experiences. (DF)

Discusses effective writing techniques to be utilized by technical writers who develop training materials (initial drafts, creating interest, applying instructional technology techniques, use of illustrations, and publication layout tips). A checklist of factors to consider when editing material is also presented. (MBR)

Critics comment on three earlier "College English" articles: Mike Rose's "The Language of Exclusion: Writing Instruction at the University," Elizabeth A. Nist's "Tattle's Well's Faire: English Women Authors of the Sixteenth Century," and Patrick Hartwell's "Grammar, Grammars, and the Teaching of Grammar." Contains responses from Mike Rose and…

Presents an exercise that guides basic writing students in their choices, requiring them to make evaluative annotations of each sentence in the draft of a paragraph. Includes (1) a set of questions that incorporate criteria for a sound paragraph and serve heuristically for the revision of the draft, and (2) a student example of the procedure. (HTH)

Discusses the author's experiences while attending a writing workshop--and how they reshaped the way in which he taught writing in a subsequent workshop developed in his own district--which encompassed writing through reading, writing environments, focus, writing from personal experience, and listening to students while they learn to write. (HTH)