Stresses the importance of having teachers of writing participate in writing activities at inservice meetings. (DF)

Points out that revising one's writing on hard copy after using the word processor for composing (1) reduces both computer and writing anxiety, (2) provides greater opportunity for decentering, and (3) is more comfortable to revise on hard copy than to revise onscreen. (EL)

Uses the form of a Socratic dialogue to discuss the advantages of writers' workshops for students. Suggests classroom strategies and grading procedures. (EL)

Discusses a means of differentiating pedagogical materials on the basis of heuristics and theory. Discusses and evaluates three pedagogies that locate their heuristics in (1) form, (2) context, and (3) method, and suggests that materials combining pedagogies are the most adaptable. (FL)

Reviews pertinent research and suggests theoretical precepts that can serve as guiding principles in making decisions about the design of on-line documentation. (FL)

Describes how the structure and size of the freshman writing class was changed to deal with the large demand for these classes and the problems in staffing them. Discusses the university's commitment to writing across the curriculum, the writing center, the student tutor program, the use of a collaborative-workshop method, and the writing…

Describes a writing course that involves students in such experiences as remodeling a house, writing a fiction story for a "Redbook" editor, and studying Hopi Indians. (EL)

Describes how to increase student motivation and awareness of audience by assigning a formal report they design, research, and write while they are enrolled in the technical writing course. (CRH)

A brief review of shortcomings of commercially available computer assisted instruction (CAI) programs, is followed by a description of Wordsworth II, a sophisticated interactive CAI program written at Michigan Technological University for teaching English composition. Criteria met by each of the program's eight process-based modules are discussed…

Discusses James Britton's "English" course, which progresses from participant to spectator and from the transactional to the poetic in writing, as an alternative to the impractical and unnatural five-paragraph essay. (HTH)

Presents conversations and writing from a basic writing night course indicating students' improvement through peer interaction and the infusion of grammar on an as needed basis. (HTH)

Describes experiences in helping women students discover their own voices and grounding that voice in their own experience. (CRH)

Explains how, in a second-semester freshman composition course, Louise Rosenblatt's model for the process of reading literature was used with James Moffett's concept of the process of writing to create a linked series of reading-writing exercises based on Joyce's "Counterparts." (FL)

Describes the growing autonomy of three young siblings as they wrote in the poetic function over a five-year period. Includes samples of the children's poetry. (HTH)

Describes the positive effects of peer interaction during the writing process. Illustrates by describing integration of this method in a seventh-grade classroom and how it improved the students' writing quality and attitudes. (HTH)