For a growing student demographic, college is not an intellectual or residential destination; rather, it is an intellectual errand. Students are, in the most existential sense, "already gone." For commuter students, academia is "unsituated." That is, they experience academia as moments scattered throughout a day or week. In…

Integrating the use of a social studies text, trade books, and writing can be a daunting task for teachers in grades 5-7. A sample lesson used with senior level preservice teachers enrolled in a content area reading course is the focus of this paper. Suggestions for duplicating the lesson in a middle school setting are included. The lesson…

Writing classes ought to be among the most creative environments imaginable, but sadly, some writing teachers seem to think that their own writing ability, in proximity, is enough to get students started. A good writing teacher must be a constant student of creativity, always searching for new ways to teach, new inspirations, new forms of…

To allow student writing to reach a broader audience, in 1999 political science educators and students at California State University Chico (CSUC) began a student journal in which exemplary student writing on political themes could be published. The resulting journal, "Studium: The California State University, Chico Student Journal of…

For both reading and writing, context and perspective are everything; Ann Berthoff suggests that students "write continuously in a double-entry notebook." One instructor has utilized Berthoff's double-entry notebook in a technical writing class and finds that this classroom practice has also been informed by other theories inquiring into…

What astounds one writing teacher is what her students do with the reflective writing portion of a portfolio assignment, where they are instructed to use reflective writing to bring together their portfolio submissions into one cohesive unit. The class members first discuss the assignment, look at abandoned portfolios from previous semesters, and…

Describes a drama workshop conducted with the Maryland Writing Project Summer Teacher Institute by two visiting teacher trainers from London. Provides examples of drama methodologies using a Shakespearean text--"Midsummer Night's Dream"--and invites joint enquiry into opportunities for writing. Designs workshop activities to make them…

Describes using a three-step process (called active reflection) with secondary school remedial reading students. Notes that, using this framework, students use literature to make connections, release their imaginations through reaction to literature, and record their reflections in a variety of ways. (SR)

Addresses the cultural diversity that exists in English-as-a-second-language classrooms. Discusses a Halloween story unit developed to help students bridge cultural differences. (RS)

Describes a school-wide creative writing activity for grades 1-9 in which students wrote about their teacher's (fictional) early life. (SR)

Describes how a first-grade teacher often concludes the study of a topic with a "what we've learned chart" (which adapts paragraph frames to extend the well-known K-W-L chart) to assess student learning and provide opportunities for nonfiction writing. (SR)

Presents a variety of reading, writing, art, and discussion activities to keep students interested in studying "Romeo and Juliet." Describes using the film version of the play as a companion piece to unify the oral reading. (RS)

Considers combining topics in a virtual class as an attempt to assist incoming Master of Science Management students in accomplishing their long list of managerial communication learning objectives in a shorter delivery time and within the virtual environment. Describes the contemporary book review and discussion assignment and considers benefits…

Of 208 Welsh nursing/midwifery lecturers, large numbers corrected referencing, grammar, spelling, and sentence structure in students' written work; many felt this was less appropriate at higher levels. There was a discrepancy between opinions about and actual frequency of meetings with supervisees. Many commented on students' academic ability as a…

Provides six remembrances by teachers and students of the Teachers and Writers Collaborative on the occasion of its 35th anniversary. Discusses the quality of colleagues and the excitement of teaching. Notes the motivating influence of this teaching on students. (PM)