This book describes a drawing-based approach to writing. The first part of the book, "The Reasons Why," provides both background and rationale for the drawing-based literacy program and is in four parts: The Drawing/Writing Experience; Brain Science Informs Education; New Classrooms, New Teachers; and The New Literacy. The second part,…

This paper suggests that, based on certain rhetorical theories and on one instructor's experience, writing structures--both deep and surface--potentially serve three positive purposes: facilitation of thought, foundation for growth, and voice validation. The paper contends that the ultimate effect of these attributes is freedom. Concerns of some…

Through a series of nine narrative essays, this book explores the stories that writing center directors and tutors encounter in their work with students. The essays in the book look at various aspects of the writing center, including how tutors meet and work with students; how tutors interact with students whose opinions and political beliefs are…

This paper first discusses methodologies employed in recent research on the composing process. It then presents results of that research in terms of the process and subprocesses of writing. It closes by discussing limitations of the methodologies and conclusions about the results. (Author)

Critiques what learning appears to mean in the typical American school setting and suggests a more appropriate construct of learning. Explains how this construct will enable a clearer vision of how writing fits as a means of enhancing learning. (HTH)

Acknowledges the anxiety of writing and of teaching writing. (JL)

Examines three strategies by which competitive debaters generate and organize their affirmative cases. Discusses how the persuasive writer can use these same three strategies as heuristics for deliberative discourse and as models for its organization. (HTH)

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)