Reveals how working in industry caused a former college writing instructor to realize some important lessons he failed to teach his students: the fact that proposals are written to make money, the importance of planning writing, the need to stick to schedules, and the value of interpersonal skills. (ARH)

Discusses five noun-related sentence level difficulties that first-year law students have in constructing feasible arguments for the courtroom. (MS)

Use of the whole language theory can improve the reading and writing of the language-learning disabled. This paper describes resource room characteristics necessary to create a whole language-learning environment and outlines instructional practices consistent with whole language theory, such as reading aloud, language experience approach,…

Described is a report outline for geologic reports. Essential elements include title; abstract; introduction; stratigraphy; petrography; geochemistry; petrology; geophysics; structural geology; geologic history; modeling; economics; conclusions; and recommendations. (Author/CW)

Reports a meta-analysis of studies concerned with the effects of creative drama on elementary school children's skills in four achievement areas: reading, oral and written communication, person-perception, and drama skills. Indicates that creative drama activities had a moderate, positive effect on children's performance across these achievement…

Relates the story of the arrival of a new instructor at a community college and his introduction to contemporary composition methods, wittily parodying both writing process jargon and computer jargon. (NKA)

Reviews major themes in recent research on writing. Identifies problems that remain in the application of theory to practice, focusing specifically on writing in the content areas. (BSR)

Explores the concept of ambiity in semantic relationships, and discusses several causes of relational ambiguity, including differing world views, subtext construction, and selective focusing. Asserts that while most instances of relational ambiguity do not impair text comprehension, readers should be aware of possible ambiguities. (MM)

Describes a writing project designed to encourage eighth-grade students to examine their past with specific objectives to: (1) complement the speech and reading components of a theme on childhood and youth; (2) introduce or review basic mechanical skills and basic research skills; and (3) introduce basic tools of expressive writing.(NH)

Discusses a national program designed to encourage the integration of writing more fully into the college curriculum. Addresses the opportunities for improving writing instruction by focusing on the laboratory reports done by students. (TW)

Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

Discusses the possibility that a writer's audience may be more malleable than it is normally assumed to be and describes how one researcher worked with several advanced college writers to learn more about the dynamics of their composing processes. Suggests that the use of these writing strategies may benefit both teachers and students. (JD)

Cites the benefits of a composition telecourse for students who find attending regular college classes inconvenient or impossible. Describes the procedures and discusses the reward of seeing growth in the students' ability and maturity. (EL)

Examines some of the written responses of instructors to student writing, such as "redundant,""vague," and "rewrite," and considers the effects on the students. (EL)

Considers the revolutionary effects of including more interdisciplinary content in English and the idea of teaching English indirectly through a focus on meaning that would result in an "agenda of learning" across the disciplines. (JK)