Based on classroom experience, this article discusses the advantages of research project writing rather than "portfolio" writing. Projects are more focused and can prepare students for study in their field. (eight references) (KM)

Examines interactions occurring when writers collaborate, and explores how writers use computers to collaborate. Describes a case study of one group in an upper-level business and technical writing course taught in a computer-assisted writing lab. Concludes that students used computers throughout the collaborative process primarily to share drafts…

Examines groups of business writing students containing high- and low-apprehensive writers, communicating about writing in both a face-to-face setting and through electronic mail. Concludes that, for both types of writers, collaboratively planning documents on e-mail enhanced the collaborative process. (MM)

Describes several relevant library search assignments which stress the merits of secondary research in a business report writing course. Includes assignments on investment possibilities, employment opportunities, and group projects. (MM)

Provides information about how Canadian universities organize writing instruction. Presents the results of a nationwide survey of Canadian universities concerning writing instructors, writing researchers, and the scope and range of instruction. (HB)

Lists a variety of techniques, activities, and attitudes that could be utilized by secondary teachers of writing to enhance and improve the quality and results of instruction. Covers numerous classroom situations, teacher student relationship issues, and comments on student papers. Includes samples of students' writing. (HB)

Presents samples of talk in peer writing conferences in an urban fourth grade class. Points out that talk in peer writing conferences fosters an exchange of ideas between students; is crucial for helping students revise first drafts; leads to greater sense of community in the classroom; and creates a classroom environment in which students'…

Identifies 10 questions that dominated the 1990 WPA Conference at Portland, Oregon, part of a continuing dialogue over professional standards in writing instruction. Captures the voices of conference participants as they pose answers to the issues raised in the Wyoming Resolution and the Statement of Principles and Standards. (RS)

Proposes a pedagogy of struggle--a pedagogy which foregrounds the active role students can play in both their education and in the formation of oppositional discourse within the academy. Discusses samples from papers written by a student to explore how educators might enact such a pedagogy when teaching revision. (RS)

Discusses an alternative to the conventional close reading of a literary work in which students take on the role of any member of a film crew (director, screenwriter, filmscorer, etc.) and communicate how the scene would best be transferred to the screen. Notes that the activity cultivates critical analysis and serves as a springboard for personal…

Middle school students' real-life interests and preoccupations with themselves make them ideally suited to enjoy reading. Lists eight premises about teaching writing that have parallels in the teaching of literature. (12 references) (MLF)

Details a unit of study in a seventh-grade English class based on collaborative story-writing activities. Describes how the unit, based on a mystery surrounding a fictitious character called "Admiral Brundage," uses drama, argument, and collaboration to improve students' thinking and writing skills. (HB)

Despite the usefulness of computers, there is no consistent objective evidence that they can help students become better writers. Even if computers alone could improve writing quality, it is important to consider what degree of improvement is necessary to justify the enormous expense and effort of installing and maintaining computers. (Author/MSE)

After a discussion of the limitations of early contrastive rhetoric theory and the need for a richer view that considers different cultures, this article reports on a survey of Japanese and Arabic English-as-a-Second-Language students to examine how writing is taught in different cultures. Differing emphases on expressive and transactional…

Investigates the changing practices of two elementary school teachers in conducting writing conferences with their students as they incorporated the Teachers College Writing Project into their teaching. Provides contrasting examples of the teachers learning to alter classroom norms and responding to students in authentic ways. (SR)