Described are the experiences of one teacher with the teaching of writing in college level microbiology, virology, and immunology courses. Assignments, methods, evaluation, and student responses are discussed. (CW)

Discussed is the use of two short writing assignments and a peer review system in an undergraduate agronomy course to improve writing skills and the learning of agronomic principles. Provided is a course description and procedures used in the course. Student evaluation in the course is reviewed. (CW)

A framework for understanding biliteracy is proposed. It is argued that biliteracy is best understood as a series of interrelated continua defining the contexts, individual development, and media of biliteracy. The nine continua identified are discussed, and their implications for research and teaching are considered. (SLD)

Explores literacy contexts and conditions, and emphasizes the importance of distinguishing literacy behaviors from literacy skills. Describes an experiment to help preservice teachers understand and operationalize these distinctions. Asserts that teaching reading and writing within context and conditions will teach children how to be literate. (MM)

Explores Michel Foucault's view of discourse and relates it to the college freshman writing experience. Describes discourse as the aim to expose a fundamental contradiction between the nature of knowledge and the notion of unchanging structures. Compares two student passages to illustrate empowerment within discourse. (KEH)

Argues that literature can be valuable in the technical writing class, focusing students' attention by: (1) providing useful models for students; and (2) allowing students to see how language operates in representations of particular organizations or cultures. (MG)

Compares IQ's, and reading, math, and writing achievement for low and high IQ learning disabled students. Finds that the mean IQ scores of both groups declined significantly over time in spite of the fact that reading and writing achievement scores remained stable, and math scores declined. (RS)

The rapidly expanding literature on the development of language skills and the relationship of language to learning is examined for insights into college writing instruction. Shifts in emphasis in recent research and practice are discussed and new concepts on which to base instruction are proposed. (Author/MSE)

Reviews research on handwriting instruction that focuses on these questions: (1) Do learners need particular writing instruments and paper? (2) Should educators encourage students to trace or copy? and (3) How can educators evaluate learners' writing? Offers implications and suggestions for handwriting instruction. (BB)

Examines how paraphrasing, formulating questions, comparing and contrasting, and completing matching exercises on worksheets affect recall of information. Concludes that the quality of inferences differed according to the writing task, with question writing and compare-contrast tasks generating more new information, while question writing results…

Outlines research necessary for determining the validity and reliability of Test of Written English, an essay test that directly measures writing ability and complements Test of English-as-a-Foreign-Language's (TOEFL) indirect assessment of writing skills. Research should cover such aspects as construct, criterion-related, concurrent, content, and…

Explores the decision patterns of good and below-average college freshman writers regarding available information on audience and topic. Finds that both groups tended to defer audience considerations until the revision stage. (KEH)

Discusses illiterate and semiliterate adults who want to become literate to enjoy a more satisfactory quality of life. Describes their life experiences and provides examples of effective instruction methods based on the language experience approach, including dictation, word banks, journal writing, individualized and assisted reading, and…

Three elementary level publishing projects encourage students' writing skills. The first involves painting a poetry quilt. The second has students create stories through collage using the Image-Making within the Writing Process program. The third involves creating oral histories of older people and using computer software to conduct research. (SM)

Experiences at Brooklyn College with Russian students who have had some formal English study before emigrating are recounted. Steady progress through a sequence of English-as-a-Second-Language courses is attributed to a student network of jobs, apartments, and English classes. Writing instruction techniques are cited. (Contains eight references.)…