Describes a cooperative project funded by a linkage grant to support ten high school teachers and five college teachers to meet on a regular basis in workshops and classrooms for one year to improve writing skills among high school students. (HTH)

Discusses the experiences of one student as she used her journal writing and the resources of a writing laboratory to adapt her expressive writing to the requirements of academic discourse. (RS)

Proposing an interdisciplinary approach to writing improvement, Carter presents a plan whereby the social studies teacher becomes an advocate for improving writing in all subjects in the curriculum. Provides a teacher questionnaire, a yearly plan for writing improvement across the curriculum, a writing evaluation instrument, and suggestions for…

Lists 10 ways to involve students in the teacher's writing that can be beneficial to both teachers and their students. (MS)

Includes a comment by Ann Berthoff on Ross Winterowd's "The Purification of Literature and Rhetoric," with a response by Winterowd. Also includes Jeanie C. Crain's comment on "The Wyoming Conference Resolution: Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing." (MM)

Examines the process of English professors taking a year's leave of absence in industry. Discusses useful job activities; effects that the work can have on teaching, research, and interaction with colleagues; pitfalls to avoid in planning a leave; and ways that department heads can help make the leave flow smoothly. (MM)

Describes a laboratory exercise in which a writer verbally directs a reader to assemble a seven-piece puzzle. Discusses how the exercise provides a test of communicative effectiveness, an illustration of the communication process, and an opportunity to examine assumptions that writers often make. (ARH)

Describes one technical writing teacher's use of group writing projects in which students write and present a marketing report of a product they have invented. Points out that such projects teach students valuable skills in group dynamics, as well as technical writing skills. (ARH)

Examines different ways of using computer-aided learning for language arts instruction, focusing on the underlying assumptions about learning and teaching. Asserts that in order to help students become more effective and independent learners, teachers must actively examine the underlying assumptions of using computers for learning. (MM)

Asserts that Basil Bernstein, a British educational sociologist, provides answers to questions about the real beneficiaries of various educational reforms. States that Bernstein's later essays can be read as variations on a single theme: not all change is progress, not all existing practice is reaction. (MS)

Advocates the power of writing to develop the self. Presents case studies that help show the connection between self and text, and suggests that teachers should foster this connection to enable students to experience writing and rewriting as creative tools for personal as well as intellectual growth. (MS)

Reviews a videocassette, two sound filmstrips, and one set of computer courseware; all intended to motivate students to discover and release the stories within them. (ARH)

Describes the system a writing teacher developed to keep track of student errors. (ARH)

Describes the development and implementation of a writing project for which students wrote letters to senior citizens. Reflects on students' writing improvement and positive attitude toward writing. (SRT)

Notes that because reading and writing are separate but complementary aspects of a single language system, the way teachers plan activities determines the way in which children's writing helps them develop insights into their reading. (FL)