Relates, in third-grade students' own words, the rewards and difficulties of creative writing in the classroom. (NKA)

Records the progress of an educationally disadvantaged immigrant child in a literacy workshop for fifth graders, including the teacher's observations of what the child read and wrote. Claims that writing requires more attention in the classroom to help children develop a coherent mental picture of themselves and their place in the world. (JD)

Describes the creation and development of a computer software package called SPIRIT which assists secondary students in all phases of the writing process. (NKA)

Presents a combination review and teaching guide to HOMER, a computer program for writing instruction that analyzes text and has a feedback feature which encourages students to question its revision suggestions. (NKA)

Considers the bind that many writing program directors and instructors face when trying to get funding for computer labs for their writing classes--they are suspected of wanting to use microcomputers either because they cannot teach or because they are trying to avoid teaching. (NKA)

Explains how instructors can use a journal assignment to facilitate and monitor student groups without directly participating in them. Shows how students learn how to run groups that succeed. (EL)

These guidelines for designing and operating a computer assistance facility (microlab) to teach college level composition cover the following areas: resource materials on computers for teaching English; flexibility of microlab design; microlab software and hardware (microcomputers and printers); writing microlab manuals; research potential of the…

Four contributors discuss methods of integrating speech communication instruction with English and writing instruction. (SRT)

Discusses shifts in language/composition research over the past 20 years as they relate to an emerging consensus about English teaching. (SRT)

Offers five axioms that express a philosophy of technical English and describe a perception of language use that is considerably different from that of literary English. Concludes that the study of English should include much more than just the study of literature. (SRT)

Proposes that teachers use their own writing as a teaching tool. Discusses both the left-brain logical, rational approach and the right-brain intuitive approach to invention and states that in composing their own methods and materials, instructors can stress both patterns of creativity by illustrating how each complements the other. (EL)

Describes one English teacher's search for the "scholarly artisan" among his technical students in a two-year college and how the search has changed the attitude with which he approaches his classes. (HTH)

Reviews communication capacities of computers that can be used to enhance the writing process; reports on recent studies of the social effects of using computers in writing classes, including a case study of student collaborative writing; and discusses research and teaching implications of research findings. (MBR)

Maintains that to teach students to write like historians, teachers must begin by asking how historians write, and then teach students to duplicate that method. (EL)

Describes assessment techniques for accommodating various facets of the process approach to teaching writing. Includes rating scales, self-evaluations, peer evaluations, holistic scoring, and team grading. (EL)