Examines elements in the early stages of the process of writing criticism. Suggests that the key to criticism is connections made in context, and that criticism of film or theater is first a reading act, and then a writing act. (MS)

Presents a group sales project to culminate the business communication course, an activity which integrates the oral and written communication skills important in the work place. (MS)

Argues that composition is a distinct discipline, separate from literature and literary studies. Discusses problems associated with using literature in composition classes. Asserts that although traditional aesthetic literature is not necessary in the composition class, with limited use it can strengthen student writing. (MM)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

Provides eight sequential, process-oriented writing assignments: (1) diagnostic essay, (2) personal account, (3) ghost writing, (4) summary, (5) developing a thesis, (6) exploratory essay, (7) proposal, and (8) final paper. (HTH)

Medical schools were surveyed to determine which types of medical writing are important for physicians, house officers, and medical students to learn and whether they are formally taught. The four most important types were patient history and physical examination, progress note and discharge summary, peer-reviewed publication, and grant proposal.…

Lists and annotates books and articles on the following topics: (1) writing contexts; (2) status surveys; (3) writing instruction; (4) writing processes; (5) text analysis; (6) writing assessment; (7) writing and learning; (8) language processing; (9) language development; (10) language interrelationships; and (11) language and schooling. Also…

Examines the dynamics of collaborative projects on the teaching of writing. Discusses the relationship from a perspective which views schools and colleges as two different cultures and introduces several critical practice initiatives for dealing with these situations. (MM)

Guidelines are provided for evaluating research on the process approach to the teaching of writing to exceptional children. Focus is on the roles of the teacher and the learner. Suggestions are presented for further research, specifically in the areas of fluency, the functions of writing, and the effects of instruction. (Author/JDD)

Provides reading professionals with an overview of reading and literacy applications in optical technology, including videodiscs, compact discs, and other optical technology. (ARH)

Reports the results of a study illustrating the differences between how early adolescents, late adolescents, and adults approach the writing of autobiographical narratives. Discusses developmental differences in self concept and differences in knowledge of literary conventions. Provides sample autobiographical essays and discusses implications for…

Describes a class project for which students discussed their conception of a hero, defined a hero in an essay, researched a specific person they felt was a hero, and finally, gave an oral presentation to the class acting out the character of their hero. (SRT)

Describes how a simulated bedtime story experience in which an adult shares a book with a child can be used in classrooms to teach beginning readers. Points out the importance of using authentic children's literature in the approach. (EL)

Presents an assignment that requires students to seek out, classify, analyze, and evaluate data in order to emphasize the "search" aspect of research writing. (EL)

Describes the behaviors and attitudes 49 high school junior English students demonstrated and the features that existed in their writing when they wrote for natural purposes (such as writing letters, biographies, and pamphlets). (EL)