Lists recently published scholarship of interest to those who administer, work in, or make use of writing centers. (SKC)

Describes the development of an assignment designed to take the place of the standard research paper. The new assignment is of particular relevance to teacher education, especially in English and language arts. (AEW)

Discusses findings of a survey of college students' preferences in teacher-written evaluations of final drafts. Using results of the survey and other research, makes the following suggestions for improved teacher student communication: (1) omit grades, (2) balance praise with criticism, and (3) resist the impulse to dominate student texts. (JG)

Draws a parallel between the act of transference that occurs in psychotherapy between patient and analyst and the transference that occurs between student and teacher in a classroom setting. (JC)

Addresses the debate over writing instruction based on canonical literature, content, great ideas, and literary theory and the debate stressing the writing process and social science based models of teaching and learning. Proposes an integrated reading and writing program emphasizing textuality--the way meaning is produced in a text by the…

There has been a shift of emphasis in research on the teaching of writing. The focus changed from the products of writing to writing processes. This has strong implications for instruction. Writing curriculum should be based on the organization of the cognitive processes involved in writing skills. (Author/VM)

Bilingual elementary pupils can successfully learn to write in English if they write about what is important to them, get feedback from their peers, use "invented spelling," and are allowed to work with partners. This report describes a third-grade teacher's class experience. (PS)

Compares the use of writing samples and standardized tests for college English placement, arguing that a single writing sample is not sufficient for proper evaluation, and provides guidelines for using standardized tests appropriately and accurately. (HTH)

Examines how teacher evaluation effects students' willingness and motivation and hence the writing process. Analyzes results of a survey measuring student responses to several kinds of evaluation of their essays. Concludes that informal evaluation (e.g. peer evaluation, conferences, ungraded writing) improves students' attitudes. (JG)

Describes a reader response heuristic which approaches expository texts on a feeling and experiential level. Focuses on the work of one student writer to show how the student's interpretations of a text on Arab-Israeli relations was mediated by the student's feelings and experiences. (MM)

Describes a holistic strategy for teaching reading and writing skills, beginning with oral fluency, moving to simple transcription skills as part of an oral history exercise, and then to the production of a newsletter based on interviews. The strategy recognizes the relationship between the student's background and the English curriculum. (RS)

Recommends that as college faculties of all disciplines become more concerned with the quality of their students' writing and seek assistance of composition faculties in improving it. The need for a common vocabulary for defining "good" writing, diagnosing problems, and recommending teaching methods is apparent. (RAE)

Presents reasons and methods for including numerous reading assignments when teaching technical writing to engineering students. (RAE)

Reports student responses to a collaborative writing assignment. Argues that in the real world, collaborative efforts are common and that students need to learn how to work together on a project. (FL)

Reports the comments of students who come to the writing class from the work place. Argues that teachers need to change their teaching methods to meet the needs of these students. (FL)