Writing teachers can enable students to think critically by teaching composition courses according to two principles: sequencing and revision. The teaching of a basic reading and writing course for college freshmen illustrates how writing, taught from a discovery perspective and in conjunction with selected readings, can develop students' ability…

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)

Argues that while the writing laboratory cannot solve all problems inherent in teaching writing, it is a rich resource for both student and instructor. (MM)

Provides guidelines for effective peer, teacher, and self-evaluation of student writing. (MM)

Describes ethnographic classroom research. Documents process approach to teaching of writing. Classroom teachers and researcher discuss (1) scheduling first-grade writing activities to improve transition from home to school, (2) using journals to encourage writing processes of second graders, (3) sharing as a motivation for writing, (4) approaches…

Presents examples of unintentional humor from college freshman composition courses. Suggests that by pointing out miscommunications, teachers can persuade students to use standard English more effectively. (MM)

Describes the interest, commitment, and good writing that developed from students' production of a book of nonfiction, fiction, and poetry about their local area. (MM)

Describes the evolution of a final examination for a writing course emphasizing the process approach, student conferences, and revision through successive drafts. Discusses student responses to the new exam format and includes one student's exam essay. (HTH)

Suggest some ways in which computer assisted instruction can be designed to help freshman college students learn the conventions and grammatical forms of standard written English. Some specific instructional design considerations are discussed and the advantages of computer assisted instruction are outlined. Six figures and a reference list are…

Recounts the personal experiences of a science fiction writer and suggests ways these experiences apply to the teaching of creative writing. (JL)

Shares the reflective processes of three student teachers as they became conscious of their personal and professional perceptions of the teaching of writing. (HOD)

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)

Offers a view of literacy within the Australian context and traces the progress of two language and curriculum development projects. (AEA)

Proposes a method of teaching literature that not only leads students to understand and enjoy a poem or story but also helps them to relate personally to the work they are reading. (FL)

Computerized word processing can be a valuable tool for writing instruction because the machines make it easier for students to properly revise and correct their work. Ways that teachers and students can use the machines are described, and problems, such as limited access to computer terminals and the necessity for students to type, are noted. (PP)