Gives an autobiographical account of an English teacher-turned-administrator, who determined to teach writing by writing, at first in his own classroom and later promoting its use system-wide. Illustrates the strong influence an administrator can have on teaching practice and curriculum. (SR)

Traces the development of studies of writing related to teaching and learning that have appeared in "Research in the Teaching of English" (RTE) between 1966 and 1986. Finds that RTE has served to both maintain the dominant paradigm and act as a forum for calls to pursue other research approaches. (JAD)

Uses a study of a high school writing center program to illustrate and explain the different forms and skills needed for collaborative writing in both classroom and writing center contexts. (MM)

A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

Describes a research paper assignment requiring community college students to locate several reviews on a theatrical production and, using critics' opinions as evidence, write a paper to convince readers that they should or should not see that particular show. Offers a rationale for the assignment based on student characteristics and needs. (DMM)

Describes the response received by seventh grade students who wrote to people in a wide variety of occupations and professions, asking them about the importance of writing in their jobs. Relates that the responses were informative, useful, and stressed the importance of writing as a means of communication. (RS)

Explains some courtesy techniques that technical professionals can use to deal with interpersonal problems that arise in writing situations. Presents three case studies with sample responses to show how case studies can teach these courtesy strategies to technical writing students. (MM)

Describes how writing centers train their tutors to understand two important aspects of teaching composition: (1) the need for viewing writing as a process; and (2) the need for individualized and respectful attention to students' papers and ideas. Argues that the writing center is an effective training ground for composition teachers. (RS)

Describes the position of young humanists teaching courses in business writing (who job-hop in search of tenured positions or drop out of academe) as representative of "exhaustion," the final stage of Hans Selye's stress model. (SR)

Compares the effects of drama and discussion as planning activities for narrative writing in the second and third grades. Finds that writing quality of the group that used drama activities (developing individual ideas for stories through paired improvisations and role plays) was significantly higher than that of the control group. (SR)

Four classroom activities are described: (1) one for stimulating beginning students' interest in finding evidence of French language and culture in their own environment; (2) a card game for learning grammar; (3) a letter-writing exercise; and (4) a game using lipograms in the creation of a fictional community. (MSE)

Illustrates the ideological foundations of computer-assisted composition (CAC) software by comparing two computer-writing aids: "Grammatik II" and "Interchange." Notes that many of the best CAC programs have come out of the composition classroom. Argues that English departments must support and reward those who work in CAC design. (RS)

Describes an activity for primary school students, combining writing with computer-art quilt-making. Provides a bibliography of quilt books. (MM)

Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…

Examines traditional teacher expectations of and reactions to student writing, considers writing as the mental process it involves, and explores one method of involving students in editing their own work. It is concluded that when students realize teachers read their writing to understand what they are saying, they write more interestingly. (25…