Describe the experiences of a writing teacher as she completed a biography-writing assignment along with her students. Notes that teachers can gain insights into (and an understanding of writing they assign) by doing the assignments along with their students. Notes that many students, even reluctant writers, produced memorable biographies of…

Discusses how preservice teachers, whose cultural backgrounds may differ drastically from the students whom they teach, take up the challenge of cross-cultural dialog through autobiographical writing. Invites educators to provide beginning teachers the opportunity to discuss and be exposed to such issues. (HB)

Describes basic principles and key components of model for writing instruction designed to meet needs of students with learning disabilities. Notes goals of curriculum are to develop writers who possess basic writing skills; range of cognitive and metacognitive strategies for planning, writing, and revising; and ability and motivation to use…

Offers 11 classroom tips from teachers for a variety of activities, including fictional movie reviews, haiku writing, questions to develop student journals, handouts, rewriting stories, and a "dirty trick" to get better research topics. (SR)

Discusses ways to help returning women students succeed in the writing classroom: establish a learning environment free of fear of failure; provide opportunities to tell their stories; build a sense of community; use expressive writing to introduce students to academic writing; and use womens' literature. (SR)

Provides a selected, annotated bibliography of research (published between 1990 and 1993) in the teaching of English. Presents the annotations under the broad categories of curriculum, language, literature, teacher education, and writing. (HB)

Considers the role of the writing center within the context of a large writing program. Describes how the adoption of a portfolio system of grading at the University of Southern California focused attention on this issue. Narrates the changes brought about by the adoption of a portfolio assessment system. (HB)

Describes the transformational-generative model of grammar and discusses how this theory has influenced composition teaching and theory. Outlines a new model of language being developed by cognitive scientists and how this model might inform composition in the future. (HB)

Describes experiences working with a troubled, low-ability 13-year-old. Over the course of a year the teacher tries to help the student develop her language-arts skills while striving to reach and understand this underprivileged child's life experiences. (MKA)

Uses situated evaluation to study synchronous and asynchronous computer-mediated communication (CMC) in a required graduate seminar in composition studies. Shows that (1) CMC itself does not change classroom practices; and (2) CMC does not necessarily encourage equal participation. Recommends a pedagogy that allows for conflict resolution and uses…

Examines the informal and formal measures of assessing developmental students' writing. Puts forth implications for classroom guidelines, making suggestions based on research results of composition scholars. Discusses paper grading and management of paperwork load. Contains 17 references. (VWC)

Examines why the whole-language approach to literacy development has failed, presenting several definitions of whole language, discussing some of the research on whole language and whether it works, and providing information about the impact of whole language in California (which suggests that California's reading-performance problems are not…

Demonstrates the advantage of students creating their own Web pages to enhance their awareness of the importance of rhetorical organization. Discusses linking functions, the importance of effective page design, and the kinds of structures and relationships existing within and between information. Compares hypertext writing to regular writing. (CR)

Argues that examining leaders and leadership techniques is a valid subject for technical and professional writing and communication classes. Describes an assignment for studying leadership and provides related instructional materials. (CR)

Examines the confusion among writers, teachers, and students regarding the mistaken "rule" that writers must not put prepositions at the end of sentences. Examines what writing handbooks, students, working journalists, writers, and those with a keen interest in the language say about the rule. Outlines the history of this "rule" and offers…