Examines materials in the ERIC system related to trends in grammar instruction. Discusses the efficacy of formal grammar instruction in the schools and presents activities for successfully integrating grammar instruction into the writing curriculum. (HTH)

Rejects the notion that peer tutors must have well-developed interpersonal skills and suggests instead that their knowledge of and facility with the composing process is a far more important attribute for effective peer tutors. (AEA)

Explores the ways in which foreign students differ from their American counterparts, and how these differences may affect the foreign students in a tutorial or one-to-one conference. (AEA)

Discusses learning theories as they apply to a description of courses offered for teachers to improve their writing and consequently their writing instruction. Covers some of the important personal and professional outcomes of the writing courses, and resulting changes in teaching practices. (HTH)

Describes how student teachers can be made aware of the varying writing behaviors they may find in their classrooms. (AEA)

Suggests a possible unified theory of reading, interpretation, and composition based on recent research in composition combined with the theoretical contributions of reader response critics in literature. Describes a pedagogical program based on this theoretical model that uses students' responses to texts as the center of the course. (JL)

Asserts that freshman English should prepare students to work in other academic disciplines as well. Proposes teaching critical ("rhetorical") reading to both students and English teaching assistants as a utilitarian means of meeting the humanistic ends of all inquiry. (JL)

Examines notions and examples of instruction that can inhibit language growth, arguing that reading and writing curricula can be designed so that children are provided the freedom to explore language and grow as language learners in much the same way they learned oral language. (HTH)

Describes the development and use of sentence combining exercises at a midwestern university and presents the results of a test to determine the effects of the exercises on syntactic maturity and mechanics. (HTH)

Argues that the emphasis of writing instruction in ESL classes should be on writing as a creative process, not on syntax, vocabulary, and rhetorical form. (EKN)

Describes a method for teaching written English to foreign students, as applied in the course "Academic Writing" taught at the University of Manchester. Includes data on the English program student population, including their numbers, majors, and countries of origin, and discusses diagnostic and placement tests tailored to students'…

Follows a six-year-old boy and his writing-revising experiences at school, demonstrating how his independence as a writer develops. Teacher and peers initiate interactions with the writer as he listens and responds and gradually learns how to discuss writing and learns a sense of the purpose of revision. (HTH)

Writing instruction must provide structured experiences that expose students to every step in the composition process and use insights gained from current research. Teachers must themselves become writers, and concentrate on encouraging fluency rather than grammatical correctness. Strategies for training teachers are suggested, and those used in…

Describes a learn and shop program conducted by Indiana University-Purdue University at Indianapolis in various shopping malls around the city. Discusses how the atmosphere of composition courses held off campus influences students' attitudes toward writing and college-level work. (HTH)

Points out that reading professionals are often encouraged and expected to write for publication and proposes a graduate level course that would improve the writing skills of such people. (FL)