Provides a 107-item annotated bibliography of research published from July to December of 1993 in various areas of English pedagogy and instruction. Covers research in the areas of curriculum, language, literature, researcher education, teacher education, and writing. (HB)

Describes a writing activity in which students imagine how a certain land area can become a world-class tourist attraction. Outlines how the assignment is carried out and its impact on the development of descriptive writing skills. Provides student response to the actual activity. (HB)

Describes a writing course project that provides students with a portfolio of works representing various stages of their own growth and writing achievement. Shows how the project results in a published volume of student writing. Argues that the project also validates the effectiveness of the English curriculum. (HB)

Considers the benefits of a multicultural anthology entitled "Braided Lives." Outlines how one ninth-grade English teacher used the anthology to develop student personal writing concerning the texts read. Uses student responses in journals to generate essays on multicultural topics. (HB)

Describes how word processing terminology can be usefully adapted for peer review writing tasks in which students try to help each other revise and improve their written work. Demonstrates this revision technique with specific examples. Outlines how teachers can institute the method in their writing activities. (HB)

The effectiveness of computer-based handwriting exercises was compared with traditional pencil-and-paper instruction in remediating handwriting difficulties. Students in grades 4-6 with poor handwriting received either computer-based, conventional, or computer-assisted conventional instruction. The traditional group improved significantly more…

Reports on ways in which an undergraduate English course can be structured to invite wide-ranging forms of response. Describes how this was done through an expository reading and writing course based on rhetorical modes and noncanonical texts. Claims that student satisfaction and achievement were excellent. (HB)

Expresses a concern to look beyond happy endings in reading materials to texts whose bleakness, harshness, and grimness deal with complex human issues. Provides ideas and methods by which teachers might accomplish this. Discusses relevant literary texts. (HB)

Focuses on releasing students' creative impulses, their imaginations, and their memories. Discusses a set of reading and writing activities that have been used with all kinds of students in a wide variety of settings. (RS)

Discusses how the active meaning-making process of 10 sixth-grade students was reflected in the written responses in literature journals. Analyzes the responses to determine response styles. Suggests how complex response to literature is for elementary and middle school students. (HB)

Presents Toby Fulwiler's philosophy regarding the purpose and effectiveness of writing-across-the-curriculum programs. Discusses workshop techniques for getting both secondary and postsecondary faculty interested in promoting, implementing, and maintaining WAC programs. (NH)

Mr. Leidig discusses his English teaching career at Emory and Henry College (Virginia), where for many years he offered courses in poetry and folk literature. He believes these courses were influential with Appalachian students because they encouraged the connection between the study of literary works and student experience. (LP)

Describes a program that links literacy instruction and evaluation in a kindergarten classroom. Describes various evaluation events that are integrated throughout curriculum and across instruction; discusses the importance of planning to write and reflect each day; describes the organization and management of the evaluation tools and data; and…

Considers a cross-cultural composition course as a placement option. Outlines the main points of the composition course: writing projects and activities; providing an English-as-a-Second-Language-friendly environment; discussing opportunities for cross-cultural learning; and implementing cross-cultural composition. (SC)

Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)