A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the…

The stories of how educators become readers can lead to insights in the teaching process as well as providing enlightenment as to individual identity. One educator has found that writing his autobiography as a reader leads to valuable insights concerning the reading process. The insights gained through writing an autobiography, titled "My…

Circa 1984 early practitioners in the composition field imagined a potential blossoming of early efforts in computers and writing that subsequent developments in the field have lost sight of. The expense of developing personal programs, the emergence of word processing software that incorporated many of the mechanical aspects of spelling and style…

Presents a teacher's journal entries for poetry classes she conducted for fourth and fifth graders at Anthony Chabot Elementary School in Oakland, California, located in a middle class neighborhood with an ethnic mix of students. Describes two poetry writing ideas: "What Matters" and "100 Words." (PA)

Looks at writing as a dialectical affair--"dialectic" refers both to the dialogical nature of writing and the opportunity it opens up for the writer in coming to a new understanding of the subject matter. Uses H. Gadamer's philosophical hermeneutics as a starting point for developing writing as a dialectical process. (PA)

Uses "Black Misery," a picture book that shines a spotlight on 27 humiliating moments of childhood. Begins by reading the text and discussing the pictures and captions; then asks students to write a minimum of five captions in a manageable amount of time. Concludes by having students read their captions aloud and engage in more…

Presents a list of 49 ideas for teaching Shakespeare. Gives these ideas mostly in the form of writing assignments for the students. (SG)

Describes a take-home midsemester exam in American Literature in which students express their knowledge of authors by transporting them to the present-day setting of their community college. (MG)

Suggests how autobiography defines itself as a system of voices, with the author in a dialogic relationship with the elusive nature of language. Argues that autobiography is a sophisticated form of composing, appropriate for the advanced composition class. Suggests that autobiography can create a memorable educational experience. (RS)

Describes cultural studies as a framework for analysis and critique, not a political agenda. Shows how the author has used cultural studies as a way to get his students to write intelligent, reflective papers about topics that interest them. (SR)

Argues that composition teachers should assign essay topics on writing because, by writing about writing, students can synthesize and master the material covered in class. (SR)

Describes a sales letter lecture and writing assignment in which students write sales letters on real products of personal interest using product information from "Consumer Reports" magazine. (SR)

Presents a collaborative essay by a writing teacher and a writing student in which they try to make sense out of a situation in which the student was fired from her off-campus job for what she had written in the context of a writing assignment in the university setting. (PRA)

Maintains that cliches can improve students' writing style. Describes six techniques for polishing cliches into something original. (SR)

Outlines a process by which senior high school students study Jonathan Swift's'"A Modest Proposal" and then write their own satirical essays by modeling the tone and style of Swift's essay. (SR)