Presents a nine-step program for reviving a school's teaching of writing, including gaining faculty participation, compiling a bibliography, getting participants' descriptions of effective methods of teaching writing, and having participants present workshops built on doing, looking at, and learning from their teaching methods. Provides a…

Examines the reading personna of the writer and its functions. Discusses how a writing instructor, by means of listening in a conference setting, can bring this other personna into existence. (HTH)

Outlines a procedure to help students revise their writing. (JL)

Argues that, in their decision to restrict their study to surface evidence of cohesion beyond the sentence, Halliday and Hasan in "Cohesion in English" limit themselves to a discussion of meaning as it appears in surface structure. (HOD)

Introduces a theory of the cognitive processes involved in composing in an effort to lay groundwork for more detailed study of thinking processes in writing. (RL)

Describes an end-of-the-term project in which students were encouraged to write for a specific, actual audience. (FL)

Notes that while there are some similarities in secondary school teachers' and students' perceptions about the kinds of written work usually done in class, there are also very marked differences in perceptions, particularly regarding essays, short answers, and poetic writing. (HOD)

Advocates using the case approach in college writing classes. Suggests that asking students to play the roles of participants in a situation, whether real or imaginary, helps them learn to address a particular audience with a clear purpose. Offers a case approach with discussion questions and possible assignments. (RL)

Reports on the difficulties a teacher had while trying to compose her first poetry assignment at the Bread Loaf School of English. (RL)

Suggests that, in helping students understand the process of composing, teachers share their own personal experience. (TJ)

Discusses the "static, insular" view of composition that is found in many composition textbooks. Notes how students might misconstrue arbitrary prescriptions in writing textbooks as rigid rules. Laments that textbook structures deemphasize the composing process. (RL)

The rhetorical principles of Aristotle and Carl Rogers are compared and contrasted. (HTH)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

Patterns writing instruction after the contemporary quest for weight control: lots of exercises, dedication toward achieving a goal, and developing slowly through carefully planned stages of the whole process. (RL)

Presents examples to substantiate the observation that children experiment with and benefit from writing long before they receive formal instruction, and suggests ways for parents and teachers to avoid obstructing this natural and healthy tendency. (HTH)