Recounts how observation of children who were just beginning to write convinced a teacher that very young children can write, and thus changed the way she taught. (JL)

Provides suggestions for literature instructors who find themselves teaching composition or technical writing. Discusses bookwork, legwork, and headwork for such instructors that will encourage good attitudes toward their "new" profession. (HTH)

Describes several diagnostic tools used to determine specific problems of students referred to a writing lab, including structured interviews, protocols (asking a student to compose aloud for 15 to 20 minutes on a short topic), and back-pedaling (questioning what a student already knows about a given topic). (AEA)

Discusses several advantages to using a tape recorder in composition instruction, including helping students hear sentence fragments, saving teachers' time, and building student morale. (AEA)

Examines three basic approaches for teaching argument in a composition class--logical/analytic, content/problem solving, and rhetorical/generative. Discusses the problems of each and defends the rhetorical/generative approach as the one that reaches its goal most directly and most reliably. (HTH)

Examines the trend toward "scientism" or applying a quantifiable methodology for its own sake to research on sentence combining. Argues that sentence combining is only a tool and not a suitable curriculum for composition instruction and cautions against using social scientific methodologies in essentially humanistic disciplines. (HTH)

Discusses the underlying theory and pedagogical rationale of sentence combining and of accessibility, the relative ease with which a text can be read. (HTH)

Word processors save time and effort in learning to write. Benefits for students include learning to type and time for thinking and editing. Word processing also allows instructors to be more demanding of students because revising and correcting take less time. (RW)

Outlines recommendations for programs for the preparation and continuing education of teachers of English and language arts at all levels. Lists those writing, reading, and responding opportunities that such a program should provide, as well as guidelines for developing practical and theoretical knowledge. Developed by CCCC Task Force on the…

A writing center must not only offer additional intensive, personalized help for unsuccessful basic writing students, but it must also extend itself to the university community and beyond to the community at large. (HOD)

Contends that writing skills and literacy have economic values to employers of college graduates. Argues against the vocationalization of composition and maintains that writing should not be taught as a mechanical skill but as a human activity which provides humanistic perspectives for vocationally oriented students. (CAM)

Describes a collaborative effort among New York high school and college teachers, administrators, and students to improve writing skills. Discusses the project format and the writing/reading and writing instruction principles underlying the program. (HTH)

Discusses the results of a survey of college graduates to determine the kinds of writing they did at home or at work, how they felt their writing compared with that of other graduates, the circumstances under which they usually wrote, and whether college courses had adequately prepared them for their writing demands. (HTH)

Explores the writing needs of probation officers and how this kind of writing can best be taught to college students specializing in criminal justice. Discusses how to gather information and prepare presentence reports and how to remain objective in corrections writing. Compares corrections reporting with traditional technical writing. (HTH)

Examines some of the research on reasons for teachers' diverse reactions to student writing. Also looks at research on student reactions to teacher responses to their writing. (HTH)