Describes a pedagogical approach to teaching composition, based on research indicating that inexperienced writers have undeveloped composing processes. Presents a sample lesson for describing an item that gives technical writing students knowledge of how they write and introduces them to strategies for mastering the composing process. (HTH)

Explores the ways in which foreign students differ from their American counterparts, and how these differences may affect the foreign students in a tutorial or one-to-one conference. (AEA)

Asserts that freshman English should prepare students to work in other academic disciplines as well. Proposes teaching critical ("rhetorical") reading to both students and English teaching assistants as a utilitarian means of meeting the humanistic ends of all inquiry. (JL)

Argues that the emphasis of writing instruction in ESL classes should be on writing as a creative process, not on syntax, vocabulary, and rhetorical form. (EKN)

Discusses aspects of literacy education: why it is needed; how it affects the individual, the family, the community, and society; ill effects and abuses of literacy; why literacy education is needed now; and the need for mass literacy campaigns. (CT)

Describes three psychology professors' changes in attitude and teaching methods resulting from an international exchange experience in Great Britain. Each experienced increased job satisfaction and raised expectations for their students' capabilities. In their classes, they used more small group activities and stressed more writing and critical…

Describes a method for teaching written English to foreign students, as applied in the course "Academic Writing" taught at the University of Manchester. Includes data on the English program student population, including their numbers, majors, and countries of origin, and discusses diagnostic and placement tests tailored to students'…

Points out that reading professionals are often encouraged and expected to write for publication and proposes a graduate level course that would improve the writing skills of such people. (FL)

Alumni and students who participated in the Brigham Young University Law Review during the winter 1980 semester were surveyed for their opinions about the experience. Editing issues were the most criticized, followed by administrative issues. However, students and alumni saw significant educational and career benefits in the experience. (MSE)

Explores findings from research on the psychology of reading that may confirm and enlarge upon both the importance of planning and the perceptions of plans in writing and reading. (RL)

Maps out the sequence and elements of a teacher training program that extends the Bay Area Writing approach to inservice writing teacher education. Describes ways of providing inservice participants with a foundation in the teaching of writing and experience in the writing process. (RL)

The author presents three illustrations that show how co-op employers can help in adapting a course to the real world. The examples are (1) conventions of business letter writing, (2) justification reports, and (3) on-the-job terminology. (CT)

Examines the inherent problems in evaluating writing skills, particularly as practiced by the General Education Development Testing Service. (RL)

Describes three semantic theories for teaching the writing process (case grammars, the "given-new" contract, and cohesion), with their implications for helping students communicate more effectively with their audiences. (RL)

Results of an error analysis of compositions by students of Spanish are reported. Advanced students are shown to still make errors in morphology, syntax, choice of prepositions, and lexical choice. Error patterns suggest utilization of variable rules in the analysis of transitional competence. (JB)