Analyzes changes in content and shifts in emphasis in rhetoric texts from the beginning of the nineteenth century to the present. Suggests that the current-traditional approach to the teaching of rhetoric used in most college classrooms has a strong similarity to that advocated by early rhetoricians. (RBW)

A historical review since the late 1800s suggests that criticism of student writing ability has been a perennial problem and that similar reasons for it have been cited for nearly a century. (LBH)

The investigators recommended that in view of the similarity in the results across ethnic and SES backgrounds, that the high-frequency words identified in the investigation be among the first words students learn to spell and write. (Authors)

A description of teaching composition in one of the most difficult of situations -- an urban commuter college -- and attempts to turn the course into a vital presence in the intellectual lives of the students. (Authors/RY)

How to help students progress from descriptive to affective to creative responses through the use of films in a language arts class. (RB)

Distinguishes more than three modes of poetic discourse as ways in which writers interrelate the verbal presentation of vision and the artistic representation of action. (Author)

Presents evidence that written responses to modality develop from a homogeneous writing quality to a more heterogeneous writing quality with some modes systematically favored over others." (Author)

An analysis of descriptive and narrative passages written by 45 first-semester college freshmen early in the semester suggests that mean T-unit length is not a stable individual trait either within the descriptive mode or across description and narration. (GT)

Describes steps taken in order to make a contribution to professional literature and the practice of the profession. These steps include research, writing, review, retyping, simmering, final review and submitting. Professional writing should be substantive and scholarly. (JAC)

Encouraging children to develop their imagination through using poetic imagery and pantomime widens and enriches their view of the world. (JD)

Discusses using comics in high school and college writing and English classes to teach figurative language and other literary terms and techniques such as style and descriptive writing. Describes several activities and notes benefits of using comics in this way. (SR)

Presents five short teaching tips written by five different authors on the following topics: newspapers, writing exercises for aspiring elementary school teachers, telephone directory as research tool, structured essay assignments, and teaching description with Raymond Carver's "Cathedral." (TB)

This paper examines several language learning and teaching experiences described in the literary works of Burroughs's "Tarzan of the Apes," Shakespeare's "Henry V," Scott's "The Jewel in the Crown," and Alcott's "Little Women." In all cases, the language being learned was not necessary for daily activities, yet each case demonstrates that language…