A case study examined how the adult student population redefines the subject of freshman composition; whether familiarity with the traditional student population makes the academic world oblivious to cognitive differences and/or separate learning needs among adult students; and whether the current pedagogy is responsive to the needs of adult…

Discusses findings of a survey of college students' preferences in teacher-written evaluations of final drafts. Using results of the survey and other research, makes the following suggestions for improved teacher student communication: (1) omit grades, (2) balance praise with criticism, and (3) resist the impulse to dominate student texts. (JG)

Compares the use of writing samples and standardized tests for college English placement, arguing that a single writing sample is not sufficient for proper evaluation, and provides guidelines for using standardized tests appropriately and accurately. (HTH)

Provides eight sequential, process-oriented writing assignments: (1) diagnostic essay, (2) personal account, (3) ghost writing, (4) summary, (5) developing a thesis, (6) exploratory essay, (7) proposal, and (8) final paper. (HTH)

Laments the lack of knowledge college-level English instructors have about the bond between reading and writing, as revealed in a survey. Reviews the history of the separation of the teaching of reading and writing and the theory and research on their connections. Suggests classroom applications using these connections. (SD)

Reports the results of a study illustrating the differences between how early adolescents, late adolescents, and adults approach the writing of autobiographical narratives. Discusses developmental differences in self concept and differences in knowledge of literary conventions. Provides sample autobiographical essays and discusses implications for…

The relationship between writing-across-the-curriculum (WAC) programs and the first-year writing program has always been a delicate one. Although some WAC requirements have been formalized, faculty participation in programs is still largely voluntary. At Cornell University (New York), for example, teachers must require at least 6 and no more than…

The marriage of computer-assisted and portfolio-based approaches to freshman composition, while already in place at other institutions of higher education, is a new approach at Middle Tennessee State University (MTSU). Intended as a part of the English Department's ongoing effort to improve the quality of instruction, computer-assisted,…

Becoming a better teacher through active reflection is at best encouraged in graduate school, however Teaching Assistant (TA) training often focuses so intently on the "how" of teaching writing that it never reaches the "why" of teaching; TAs are left with an eclectic grab-bag of activities that they know "work,"…

While scholars--Elbow (1997), Dolphin (1997)--have suggested contract grading, most contracts are initially created from the top down to promote the accountability required by administrators. Additionally, Radican (1997) describes issues of accountability in portfolio assessment. This paper describes the use of contracts along three major…

Suggests that incorporating popular culture into freshman composition classes can help students understand and engage in course content and can increase interest and motivation. Discusses the idea of discourse communities, or spaces in which meaning is negotiated. Reviews strategies for making students aware of different discourse communities when…

Examines the development and implementation of a communication component of the general education curriculum at the University of Wisconsin-Madison. Describes the model as incorporating a decentralized approach to teaching speech and writing. Details organizational and practical issues surrounding this major change in the undergraduate general…

Describes a research project designed to take students from personal writing to academic writing requiring research and application of documentation skills. Explains that the project involves choosing a career, is divided into four parts, and is completed over a four- to five-week period. (MG)

Describes a female composition instructor's experiences in a computerized classroom. Notes that the nontraditional nature of the classroom allowed the instructor to avoid identification with the stereotype of the schoolmarm. Argues that, as the computerized approach promotes student freedom, female teachers must assert their authority in ways that…

Describes a freshman composition course which was broadcast twice weekly over a local cable television service. Notes that despite technical problems and complicated recordkeeping procedures, the instructors found that students improved their writing skills as much as their counterparts in traditional classes. Notes that a large number of highly…