Overviews basic writing instruction and research by briefly discussing the history of remediation, results of a survey of basic writing programs in U.S. colleges and universities, and interviews with developmental textbook editors at major publishing houses. Finds that basic writing instruction continues to focus on sentence grammar. (MM)

Describes in detail a three-month class project focusing on fictionalized biographies and the life of Benjamin Franklin. Notes that in-depth integration of reading, writing, and content area instruction improves reading skills, as well as learning from content area textbooks, especially for low ability readers. (MM)

Describes a four week collaborative writing unit designed to develop students' sense of audience by producing a magazine to orient fifth grade students to junior high school. Discusses how students developed the idea, conducted interviews, wrote articles, used computers to produce the magazine, and distributed copies of their magazine. (RS)

Nine junior high school students with learning disabilities received instruction in story grammar elements and character development. Over a two-month period, students significantly increased the amount they wrote and mildly to moderately increased the quality of the stories produced and the number of internal responses and plans of characters.…

An experiment tested two software packages, Master Max and Yourturn, in a real learning environment and suggested one possible way of integrating the computer into the language classroom. It is argued that for secondary education the computer's "tool function" is most important, giving more practical emphasis to second-language learning.…

Describes the dominant discourses regarding modern and postmodern selfhood in the light of empirical observation. Speculates about trends in post-postmodern conceptualizations of the self as it might conceivably be lived in the future. (HB)

Thirteen intermediate-level students with learning disabilities and poor writing ability were taught how to use a prestructured story web to improve their narrative story writing ability. Students improved in the primary target behaviors of planning time and holistic (quality) score but showed inconsistent results for other target behaviors such…

The way in which the English Department of the University of South Alabama handled the large influx of English-as-a-Second-Language (ESL) students in its freshman writing program is described. The university developed classes especially for ESL students with the assistance of the department's ESL specialist. (13 references) (LB)

Tips for English-as-a-Second-Language classes include collecting passport stamps in an oral skills class (R. Kay Hart); turning process essays into treasure hunts (Margaret Moulton); using icebreakers (Beverly Williams, David Rutledge, Brent Green); and techniques for understanding course syllabi (Ruth Overman Fischer). (LB)

Examines how teacher expectations, their empathy, and their own sense of self-efficacy have an effect on their teaching and on their students. Points out some parallels between the affective issues in the classroom (the expectations teachers have of students) and in composition programs (the expectations administrators have for teachers of…

The use of writing as a process to create a positive learning environment in English-as-a-Second-Language and bilingual classrooms is described from a variety of phases: interviews, prewriting, first draft writing, responding, revising, final draft writing, and publishing. (Contains 11 references.) (LB)

Describes a set of writing assignments in a high school English class in which students research controversial, complex issues and then write letters to government officials or persuasive essays for other students, thus learning about persuasive writing, and civic action, and becoming more exacting in their language and more precise in their…

Elementary students with writing problems (n=24) were given summer instruction in handwriting automaticity, spelling strategies, and composing. Participants improved at a faster rate than controls on some measures, and some differences were maintained at six-month follow-up. Discussion of results stresses the importance of affect and motivation as…

Examines the advantages of linking two developmental writing classes to an early American history course, indicating that students were more motivated to do the college-level work and that they received college credit for the course. Describes benefits for both the teachers and students engaged in the project. (20 citations) (MAB)

A former reading teacher, now a successful author of children's books, shares her own creative thoughts on how teachers can encourage children to become readers and writers. (ET)