Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

Offers a montage of the most important revisions of the four master tropes--metaphor, metonymy, synecdoche, and irony--for the composing process itself. Discusses the capacity of tropes to prefigure ideological stances toward language and writing. (EL)

Notes that while faculty grumble about academic writing in a "publish or perish" atmosphere, many enjoy writing and its inherent discovery processes. Presents methods and suggestions that have helped the faculty/author publish numerous works on the writing process to invite others who publish to reveal their own craft. (HTH)

Discusses the "can of worms" opened by exhorting students to "write with a purpose." Examines other cliches that state the obvious about the writing process. (HTH)

Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)

Relates the process by which books are reviewed and selected for review by the writing staff of the "Horn Book Magazine." (CRH)

Cormier relates his motivations and thoughts relating to his writing a sequel to "The Chocolate War." (CRH)

Describes a study of the features of British children's narrative writing, at ages 7, 10, and 13. The results indicated a progression from a simple chronicle of events, through simple stories based on a disruption of the probabilities, to more highly developed stories. (HTH)

Encourages students in creative writing classes to grow as writers by following in some way the words of advice given by an older, wiser, professional writer. (CRH)

Argues that structuralism needs to be given a wider base than that of the highly specialized studies that are usually cited as examples. Rather, extension should be made philosophically, in the direction of phenomenology, and, practically, with some of the work being done in linguistics. (HOD)

Describes an approach to teaching classification that is based on the work of French historian of ideas Michel Foucault, whose "archaeology of knowledge" examines the workings of classifications in history. (FL)

Argues that the possibility for surprise is the starting point for both effective writers and teachers and describes six elements that help create surprise: expectation, habit, ease, recognition, "pounceability," and acceptance. (MM)

Traces the changes in composition theory and teaching over a period of years. (FL)

This paper is based on the premise that writing is a central means for learning, clarifying, organizing, and expressing ideas and information, and that all teachers should share responsibility for helping students to become writers both inside and outside of the classroom. The paper's aim is to find answers to the following questions: Why do…

Through 77 targeted, high-powered writing activities and detailed directions for guiding the activities, author and master storyteller Kendall Haven provides teachers of grades 3-9 with a complete writing program that ensures student success. These field-tested writing strategies and techniques create a carefully sequenced and balanced approach…