Presents the results from a survey, of alumni who majored in economics at Davidson College, designed to assess the value of the types of assigned writing in writing intensive (WI) economics courses. Describes the WI economics courses offered at Davidson College. Discusses implications of the survey results. (CMK)

Argues that, especially in the intermediate grades, keying into students' personal interests is a powerful motivator for learning. Illustrates this with the story of a formerly excellent student who became disillusioned with school in fifth grade, becoming resistant and disruptive. Describes how a project approach to reading and writing that…

To understand students' reaction to feedback, path analysis was used to generate models of student writing activity. Results suggest that Taiwan business English writing students may implement proofreading and self-directed redrafting behaviors aimed towards improving their writing when objective sentence-level error feedback is supplied with no…

Theorizes about what the notions of personhood and intertextuality contribute to the conception of literacy teaching and learning. Presents an analytical framework for understanding interrelationships among personhood, literacy practices, and intertextuality. Elaborates on the theoretical ideas presented by drawing on data from a study of a female…

Focuses on developing courses that facilitate progress toward American Council on the Teaching of Foreign Languages advanced proficiency by discussing a third-year composition and conversation course designed to increase students' communicative skills. Also examines redesigning programs to meet the diverse needs of students and suggests links to…

Presents five classroom tips for the English-as-a-Second/Foreign-Language classroom. The first provides practice for question formation, the second describes a writing strategies worksheet, and the remaining three focus on global communication and cultural awareness, haiku, and greetings. (Author/VWL)

Recounts the history of general education requirements as developed at the University of Chicago by President Robert Hutchins, and the subsequent, much protested, relaxation of those stringent requirements in the 1990s. Suggests that each generation of educators must find the proper balance between traditional requirements and external forces and…

Describes how a first-grade bilingual program in Tucson, Arizona became class pen pals throughout the year with inner-city second graders from Toledo, Ohio. Notes that this would prove beneficial for lessons in reading and writing and would promote their knowledge about their city and state. Discusses how it expanded into cross-curricular lessons…

Describes the computer as a hammer, a tool with unique qualities that allows people to perceive, manipulate, and express language in ways quite different from traditional media. Explores the tool of the multimedia presentation, a common use of technology in classrooms today. Describes a simple project with sixth graders that incorporates reading,…

Describes how middle school language arts and mathematics teachers integrated biographical storytelling about successful Latinas and reflective and affirmative writing with their instruction. Notes that Latinas face special social and cultural pressures that prompt many girls to leave school without a diploma. (SG)

Recognizes the essential role parents play in teaching and learning, the importance of developing both compassion and intelligence, and a shared responsibility for creating a more equitable world. Focuses on two sets of written conversations that parents and children created after reading texts about civil rights and human rights. (SG)

Suggests that students can become motivated and engaged to improve their writing through guided interactions that target their affective, social, and cognitive capabilities. Presents fictional case scenarios developed from first- and second-year college students' comments about their writing to help students assess their perspectives on writing,…

Compares two models for design--systems and user-centered--each of which embodies different values. Argues that models of technology design can be applied to the development of Web-based courses and that various forms of user-centered design embody the values most compatible with writing instruction. Presents strategies for adopting a…

Explores the possibility of a doctoral degree program in computers and writing by distance. Reports current developments in graduate education by distance with particular attention to the types of students best served by such programs. Proposes a doctoral degree by distance that unites adult returning graduate students with prospective mentors…

Acknowledges the varied ways that teachers respond to student writing, and the varied ways that students influence and interpret those responses. Narrows the gap between teaching practices and research questions. Reevaluates the metaphor of conversation that has been repeatedly used to describe teacher response, arguing that the implications of…