Examines the underlying causes of the failure of writing courses for skills-deficient students, especially as they relate to composition texts and teaching methods based on them, and suggests new approaches. (DD)

Today's paragraph is not a logical unity, and we should stop telling our students that it is. (DD)

English instruction for traditional undergraduates and graduate students and for older non-traditional students should focus on improving reading and writing skills. (DD)

Teaching ideas for various aspects of English and the language arts. (AA)

Uses a linguistic analysis of a sample freshman theme to argue that the motivating context must elicit a genuine speech act, that the students must conceive of their themes as semantic units or unified wholes, and that novice writers must learn to become readers of their own writing. (AA)

Teachers should not waste their time teaching grammar, but should instead help students develop fluence, maturity, and artistry of expression through work on the sentence. (DD)

Reviews and critiques examination boards' comments on the Ordinary (O) level examination in English language. (AA)

Considers shorthand a useful reportorial skill that should be taught within the journalism curriculum. (RL)

Cites examples of technical writing that demonstrate "cobblestone rhetoric" (the listing of hard, concrete ideas, all of which have the same weight and configuration) and outlines approaches for helping technical writers learn to use narrative flow and full interpretation of detail in their writing. (GW)

Written and oral problems in communication are described and related to law instruction. The importance of clarity of expression is emphasized. (LBH)

Discusses the advantages of teaching spelling through use of an active writing program where emphasis is on fluency of expression other than spelling achievement. (GO)

Prescribes a sequential approach when teaching techniques of creative writing and self-expression at a teachers workshop. (RL)

Emphasizes the need for proofreading instruction in a college technical writing class. Provides the locations of frequently undetected proofreading errors and a strategy for when and how to proofread. (RL)

Presents the four assumptions on which the Bay Area Writing Project is based. (IRT)

Vincent Wixon and Pat Stone suggest ways to adapt the Talk-Write approach to the teaching of writing so that it can be used in the middle school or junior high. (DD)