Argues that effective grammar instruction depends on shifting from a teacher's to a learner's grammar. Introduces techniques for presenting grammar that are accurate, workable, economical, compact, operational, and immediate. (MM)

Argues that teachers of writing and literature need to make connections between the classroom experience and personal and community values. (MM)

Reports on the application of six criteria to determine writing ability among secondary school students. Offers suggestions for instructing a class of students with wide variations in writing skill. (MM)

Describes the training program for part-time composition staff members at Saginaw Valley State College in Michigan. (FL)

Provides, in chart form, the responses given by 13 composition instructors to a survey eliciting their choices for the books, journals, and articles they considered "must reads" for new teachers in the field. Contains short biographical sketches of each respondent. (FL)

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Describes how a word processor helped children with reading and writing difficulties to improve their language skills. Concludes that the computer can be a powerful tool for learning. (FL)

Explores the assumptions underlying the use of composition textbooks based on nineteenth-century forms and modes of discourse: description, narration, exposition, and argumentation. Presents alternatives to this approach, developed from schema theory and developmental psychology. (HTH)

Describes how an English professor trained to become a technical writer for industry and the benefits of such training to all technical writing teachers. (AEA)

Describes an inservice writing course for elementary and secondary school teachers that is based in part on writing from memories and commenting on the writing process. (MM)

Describes the apathy that students exhibit in college freshman composition courses and decries the research jargon currently applied to the teaching of writing. (AEA)

French university faculty experiences in supervising foreign students' doctoral thesis writing are transformed into suggestions for assisting students in foreign language technical writing tasks. These include: noting special needs in the course of the research; drawing on linguistic, rhetorical, and communication theory for help with composition;…

This book is meant as a resource that can be used by experienced writing teachers as a practical reference when planning writing lessons. The book includes a sequence of instruction, lesson ideas, enrichment options, literature and poetry connections, student samples, and all the ready-to-use materials teachers need to implement the…

This paper addresses the issue of literacy among secondary school students. Increasing secondary school students awareness of the structure of fables could help them improve their narrative writing competence in English. In a control and experimental group design, the researcher carried out an intervention where the experimental group received…

This paper explores a writing-classroom pedagogy that uses dramatic literature and racially reversed roles as a springboard for discussion of diversity issues. According to the paper, the belief is that providing students with a drama that features ethnically reversed casts, performed sequentially, would allow them to recognize how powerfully skin…