A presentation of a course model for the teaching of writing based on the concept that writing can be an interdisciplinary problem-solving tool, integrating both community and writer-centered functions that are inherent in writing itself. (EH)

Authors analyzed the merits of focusing on the three R's and how each of those skills compared with the other as a priority for student development. (RK)

The author writes that his experience in teaching has taught him that the perfect text simply does not exist, however the closest approximation to perfection lies in the direction of the classical world. Hal McDonald says that he cannot see how one can teach rhetoric without passing through pedagogical territory first cleared by Aristotle,…

Suggests using field trips as part of a five-step method designed to improve the writing skills of junior college students needing remedial instruction. (RB)

Offers suggestions for teaching precis writing; advocates stressing the value of the activity as language manipulation, its meaningfulness, the language techniques required, its link with composition, and its appropriateness to the advanced level. (MSE)

Young students are more motivated to write when allowed to use colored felt-tip pens. (JH)

Classroom spelling programs should grow out of the children's individual needs and include various writing opportunities. (JH)

The purpose of the Freshmen Composition course should be to provide students opportunities to use the skills their previous English courses have not released. (JH)

Based on the premise that planning in writing is a strategic response to both the writing situation and the writer's own knowledge, this paper describes the process adult writers bring to ill-defined, expository tasks, such as writing essays, articles, reports and proposals. The paper also states that in planning, writers draw on (nest and…

This paper argues for a dialectical conception of theory that avoids the problem of trying to yoke together theories that embody conflicting epistemological and idealogical concerns in any unified way. Called a "cognitive-social epistemic," this dialectic is a theoretical construct that subsumes a family of cognitive and social theories…

Addressing basic writing not only as a practical problem and humane responsibility, but also as a challenging area for research and theorizing, this book reviews, interprets, and applies the growing body of work in second language acquisition. Chapter 1 presents 6 hypotheses constituting an attempt to develop a cohesive theory of writing…