Suggests that the key to making research writing something students are eager to learn is the instructor's enthusiasm and skill in gathering irresistible ideas and prompts to pique students' curiosity. Presents seven steps to help students write research papers. (RS)

Describes Ken Macrorie's I-Search paper system as an alternative to the traditional research paper. Explains the process of creating an I-Search paper step by step. Emphasizes the importance of the editing process. Concludes with a list of steps to become a writer, and the importance of acknowledging that an I-Search paper is a team effort. (PA)

Describes a project assignment for a business communication course that is the central organizing principle for the course and addresses researching, interviewing, writing and reporting topics, and the inevitable question of why this course is required. (SR)

Discusses problems with freshman research paper assignments. Describes how one teacher has adapted cooperative learning techniques to research assignments, allowing students to work together in "base" and "expert" groups. Describes four structured writing assignments on a single subject of general public interest that lends itself to specialized…

Demonstrates how grading students journal can be made easier by making the journals goal-oriented, such as using them as the basis for exams. Suggests that journal assignments can involve more complex learning tasks such as analyzing, interpreting, and applying course materials in specific ways. (PA)

Describes ways in which freshman composition classes can be made more interesting, such as the use of cliche analysis. Defines cliche, and provides some appropriate examples for classroom use. (PA)

Aims to teach students how to merge the realms of creativity and analysis by using metaphors. Presents various activities to develop metaphorical thinking and writing skills. (PA)

Describes three writing assignments (on a scientist, a topic in science, and a topic in technical communication) that help technical writing students develop their technical backgrounds, familiarity with reference materials, peer editing skills, and writing skills. (RS)

Discusses writing assignments based on the SOAP technique, which has four primary elements: the Subject, the Occasion leading to the writing, the Audience, and the Purpose. Describes using the technique in a social studies classroom. (RS)

Argues that a prevalent mistake made by teachers preparing writing curricula and assignments is dividing writing into classes or modes. Suggests alternatives to classifying writing. Envisions writing as a discourse act and assignments as performance of such acts. (HB)

Describes a senior-year requirement of a high school in Oregon consisting of a prescribed research paper. Demonstrates the benefits of this requirement among those in college writing courses. Argues that freeing students to choose a topic may be the key. (HB)

Discusses the rationale for experimenting with diverse discourse alternatives in writing classrooms. Offers examples of the readings that inspire the author and her students, as well as samples of student essays. (SR)

Discusses a form of poetry written for two voices--two side-by-side columns, each read by a different voice. Mentions precedents of this form in art, music, and poetry. Presents examples of fourth grade, high school, and university students' poems written in this form. (RS)

Describes two assignments conducted during the first few days of class that introduces students to the concept of format, provides a writing sample from each student, and furthers the process of students getting to know each other and the teacher. (SR)

Presents a nine-assignment sequence that has students engage three interconnected problems of writing and word processing. (SR)