Discusses a course on shared-document writing in which students indicate that they value the time allowed to coordinate groups and to understand and complete assignments. Asserts that structuring the course necessitates assigning work relating to a single topic and providing choices, including a voice in group formation and evaluation. (PRA)

This commentary on college writing instruction argues that writers' social responsibility should be made a major concern, that too much of creative writing in American academe exists in isolation from intellectual concerns, that realism should be simply one mode of American writing, and that workshops should be replaced with other methods of…

Describes how Charles Dickens'"Christmas Carol" provided a sense of community and helped to shape civic identity in English-as-a-Second-Language (ESL) students. (PRA)

Identifies three characteristics of writing programs that appear to facilitate the writing process: (1) teacher characteristics such as patience and understanding interest; (2) supporting, flexible, and organized classroom environment; and (3) varied, interesting, and relevant learning opportunities. Provides examples from classrooms in Great…

Describes the procedure, rationale, and results of a writing project, called Buddy Writing, in which all kindergarten through eighth grade students participated. (MG)

Provides a brief history of research in word processing and writing, describes the use of word processing as a writing aid, and discusses the problems and issues in research design in the area of word processing instruction. (MG)

Describes research and writing activities introduced to a third grade class in Edgecombe (Maine). Students learned to take brief notes without copying, locate information in the library beyond encyclopedias, make logs of observations, interview experts, and present information in several formats, including acrostics, timelines, and dioramas. (DM)

Speculates that the prewriting technique of "clustering" can be an effective tool for multicultural college students learning sophisticated scientific concepts. Asserts that teachers must be willing to take risks and nurture students' creativity and self-confidence if such techniques are to succeed and supplant or supplement the lecture…

Discusses an instructional plan for integrating computer activities with course content in a business report writing class. (PRA)

Contends that prospective teachers' knowledge of what writing is and how it is taught is formed by their experiences as students. Describes a course that allows teachers transform their student experiences into appropriate teaching methods. Assesses how this curriculum was experienced by the teacher candidates. (DB)

Describes holistic scoring as one of the biggest breakthroughs in writing assessment. Suggests that the technique's high interrater reliability coefficients partly explain holistic scoring's popularity. Argues that validity has been largely neglected. Concludes that more must be learned about the uses and effects of holistic scoring. (SG)

Maintains that business writing students need to be prepared for the collaborative work and writing they will face in the workplace. Explores ethical problems with the collaborative approach in the classroom. Describes practical solutions to those problems. (SR)

In response to the plateau of achievement advanced English-as-a-Second-Language students often reach, where they see little need for improvement, an instructor developed a program to help these students apply and improve writing skills outside of the immediate academic context. (CB)

Describes the uses and advantages of three feedback techniques for writers of English-as-a-Second-Language. These include peer feedback, involving classmates in evaluating writing; conferencing between the student-writer and the teacher-reader; and written comments from the perspective of a reader, not a grammarian or grade giver. (23 references)…

Describes an approach to teaching written reports and how the author adapted this approach for her students. Discovers ways to use the process approach to writing in interesting ways that take the students beyond the personal narrative. (MG)