Describes how the author used to teach writing and reading to her high school English classes with two completely different approaches, viewing them as completely different acts. Argues that both are acts of construction and expression, and tells how she developed a student-centered approach that integrates reading literature and writing. (SR)

Discusses the incorporation of cases to help students understand the issues inherent in corporate communication. Finds that the cases significantly improve the quality of education gained by the students. Concludes that cases provide a variety of contexts and examples for professional writing that enlighten students as to the range of documents,…

Examines the online communications behavior of students with high degrees of writing apprehension as they communicated with both familiar and unknown audiences via Internet newsgroups. Finds that low-apprehensive writers tend to exhibit similar communication strategies in both types of newsgroups, but high-apprehensive writers contributed more and…

Looks at how the best writers of English from the 1600s to the present use punctuation in their nonfiction. Finds three bases for punctuation: intonation, grammar (or syntax), and semantics (or rhetoric). Shows that these authors do not regularly and consistently follow the institutionalized rules. Argues for rhetoric-based punctuation because its…

Discusses the importance of teaching the interactional use of language in English-as-a-foreign-language (EFL) business writing classes, and addresses some common problems that result from inappropriate business communication. Highlights the interactional use of language as opposed to the transactional use of language. (Author/VWL)

Analyzes the strengths and weaknesses of product, process, and genre approaches to writing in terms of their view of writing and how they see the development of writing. Argues that the three approaches are complementary, and identifies an approach that is informed by each of them. (Author/VWL)

Argues that adolescents' literacy needs for the future are complex and demanding and that adolescents' development of reading, writing, and language skills deserves serious and continuing attention. Discusses what "adolescent literacy" signals that "content reading" and "secondary reading" do not; best practices in adolescent literacy; needs of…

Reviews narratives of resistance in the field of composition and writing studies in order to consider the teacher-student relationship. Suggests that an understanding of the dynamics of this relationship may help find ways to mitigate this component of the teaching of writing. (NH)

Discusses how students learning to write in a second language need to be aware of text genres. Claims that transforming texts from one genre to another, using information and ideas in the source text to create new texts for different audiences and purposes, helps students to become aware of and take into account genre-related features such as…

Describes a course called "Varieties of Speaking and Writing" at Anglia Polytechnic University; the course teaches language skills through study of extracts from literary and non-literary writing. Addresses fundamental pedagogical issues: how to improve undergraduate writing skills, how to train and assess speaking skills, and how to…

Examines three significant moments in a weekly reading and writing workshop to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. Concludes by sharing how the inquiry taught the author some salient lessons in listening to research participants' voices and on the politics and ethics of…

Investigates validity and reliability of a teacher efficacy instrument designed specifically for the area of writing. Notes a factor analysis yielded two dimensions, and that both factors were reliable and only slightly correlated with each other. Finds reported classroom practices of high- and low-efficacy teachers differed, and that variation in…

Seeks to complicate current theories of gender, technology, and composition by examining the self-representation of Black women at Spelman College in their end-of-the-semester Web-based portfolios. Examines how African-American women hold onto sets of experience, memories, and cultural signs when they present themselves online, appropriating…

Propose that educators use statistics to show that writing centers help to create a climate where struggling students succeed and successful students excel. Considers how to add "academic culture," something less concrete, to the bottom line. Challenges readers to think about how their writing centers enhance and advance a culture of academic…

Presents an example of how professional development measures and an integrated approach to literacy positively affected one urban high school. Notes that the reading achievement of these urban high school youths was influenced by quality instruction and support for classroom teachers. Indicates that school structures influence student achievement.…