Shows how training videos (expository and "how-to" tapes produced for use in business and industry) can help professional writers develop verbal skills important to the creation of technical and business documents. (SR)

Uses on-line protocol analysis to contrast the effects on the writing process of knowledge taught in three instructional treatments: models, general procedures, and task-specific procedures. Finds that the task-specific group integrated their ideas purposefully, thought critically about the concepts being defined, and appeared to establish a…

Discusses how reading and writing are defined and valued in the study of English. Argues for teaching reading and writing as something other than a set of functional skills and for thinking about culture as more than a set of revered texts. (PRA)

A brief overview of the importance of the use of appropriate methodologies for elementary school foreign language instruction precedes a description of several strategies involving total physical response, story telling, games and songs, props, small-group work, role-play, content-based instruction, cultural and global awareness, language…

Outlines the historical development of collaborative pedagogies in the United States of the 1920s, especially as influenced by the progressive educator John Dewey. Examines two key models, the Project Method and the Dalton Plan. Shows how proponents of these plans succeeded and how they failed. (HB)

Investigates the work of mentoring as situated within electronic exchanges. Explores strategies used by mentors to communicate their readings and suggested revisions of student texts. Analyzes the mentor responses according to patterns formed and other factors. (HB)

Provides a framework for analyzing the multiple aspects of reader perspective in a teacher's approach to writing instruction. Analyzes one teacher's written comments on her students' papers. Shows how this teacher's responses demonstrated marked differences according to level of student or type of writing assignment. (HB)

Recounts the story of how the writing faculty at Washington State University successfully reclaimed their university's writing assessment program. Argues that writing teachers should be leery of assessment programs made by others, and should create their own assessment tools. (HB)

Describes the institutional status of writing centers. Considers possible conflicts between the goals and loyalties of the writing center and those of the larger institution. Discusses budget, staffing, mission, methodology, space, and other issues regarding writing centers in the form of an extended electronic mail conversation. (HB)

Teachers using the self-regulated strategy development approach instruct students in task-specific strategies along with more general strategies for regulating the students' strategy use and the learning process. Examines the components, stages, and characteristics of such an approach, along with its effectiveness in helping students with learning…

Children love writing and receiving personal messages. By setting up a mystery pen pal network in the classroom, elementary teachers can get students excited about writing. The article explains how to set up such a network using a computer and a word processing program. (SM)

Describes how a university professor collaborated with a ninth-grade English teacher in a research project aimed at studying the collaborative writing processes of the students. Analyzes the various collaborative writing processes of the students, including audience awareness, planning, and revising. (HB)

Describes one Oregon high school's approach to the traditional senior project, including both a speech and a written research document. Outlines the steps by which students carry out the project. Claims that this project is a valuable and culminating educational experience for graduating seniors. (HB)

Advocates the use by teachers of teaching journals, in which observations, insights, and useful methodologies are written down. Narrates how one teacher became regularly involved in keeping a teaching journal and the rewards of such an activity. Provides excerpts from one journal. (HB)

Studies empirically the effects on reader performance of reduced text structure in technical writing texts. Reveals that removal of cues to local coherence produced reliable decrements in reader performance. Discusses results with regard to questions of information design. (HB)