Examines how art and design students' approaches to writing are potentially enriched by their creative approach to design. Suggests ways in which the art and design training could be exploited and used as a resource to produce strategies that work with all students. Concludes the key is to ask students about their creative preferences and build on…

Proposes that a crucial task facing a theater professor teaching an undergraduate dramaturgy class is to force the students to stop thinking like students. Notes that the tendency of students to assume that the professor knows more than they do poses a particular problem in teaching dramaturgy. Suggests that one of the central tools for teaching…

Notes the discrepancy between students' use of the Alexander Technique in class and on stage. Discusses three fundamental self-use objectives of the Alexander Technique: the reduction of excess physical compression and muscularity; the unification of body/voice and thought; and the expansion of the field of attention. Demonstrates how each…

Discusses theatre educators' role by relating stories of the author's college theatre teacher. Notes that in order to tell stories to this generation, educators need to focus on making time for reflective thought. Concludes that theater can teach audiences to respect others, especially those who are different. (PM)

Suggests enlarging the sphere of feminist composition by including in it an approach to argument, ways to proceed if one is in conflict with one's audience. Explores the beginning of the feminist theory of composition. (MG)

Discusses the most satisfying part of teaching writing--helping students discover what they have to say and showing them how to say it. Notes that the basic skills of writing (audience awareness, organizing thoughts, and revising) are bigger than the rules of grammar and spelling and do not change from grade to grade. (RS)

Discusses aspects of one teacher's responses to students' writing that have survived over the years. Argues that students (1) should write for a teenage audience; (2) deserve written and oral responses from their peers; and (3) benefit from successes shared with their parents. Suggests that responses to writing begin with content, which makes…

Suggests that technical writers should emphasize similarities rather than differences between oral and written discourse. Argues that implicit rules of conversation have much to offer the technical writer. Illustrates how the principles of conversation can be applied to the process of writing instructions. (KEH)

This interview with Chickasaw novelist and poet Linda Hogan discusses creativity and the composing process, her new novel "Mean Spirit," the complications of identity and personal history for two female mixed-blood writers (interviewer and interviewee), and how considerations of audience impact (or shouldn't impact) American Indian writers. (SV)

Develops a rhetorical account of how experts move fluidly among disciplinary criteria and use paradigms more as strategies than constraints. Analyzes how E. O. Wilson projects his sociobiology into several discourse frames, each presuming a different audience, purpose, and persona for himself as expert. Suggests that Wilson eludes disciplinary…

Suggests strategies for applying Kenneth Burke's theories of rhetoric and dialectic to technical writing instruction. Shows how teachers can use Burke's dialectic heuristic, the Pentad, to analyze writing situations they present to students. Describes how writers can use Burke's concept of "identification" as a strategy for analyzing and…

Examines the role of orality in multiple-audience analysis and adaptation. Finds that interaction is the central means of analyzing and adapting discourse to multiple audiences, fulfilling rhetorical and social goals, and building and sustaining a corporate culture. Suggests that orality is more potent than literacy in composing behavior and…

Offers four ideas for students to share their writing. Suggests that providing time and ways for children to share gives their writing purpose and direction. (MG)

Describes an exercise designed to help student writers expand beyond writer-based prose by having them write for a particular magazine or newspaper audience. (MM)

Discusses nonfiction series for young adults; presents results of a survey of librarians who evaluated various series; presents criteria for evaluating nonfiction series, including readability, organization, format, timeliness, and length; and considers characteristics of the top 10 series, including marketing and audience. (LRW)