Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

Discusses the possibility that a writer's audience may be more malleable than it is normally assumed to be and describes how one researcher worked with several advanced college writers to learn more about the dynamics of their composing processes. Suggests that the use of these writing strategies may benefit both teachers and students. (JD)

Discussion of how to report writing skills highlights a computer program designed to provide feedback on the communicative effectiveness of students' written reports; presents an example of the typical feedback format which the program provides; and reviews students' reactions to computer assisted feedback. (MBR)

Cites the benefits of a composition telecourse for students who find attending regular college classes inconvenient or impossible. Describes the procedures and discusses the reward of seeing growth in the students' ability and maturity. (EL)

Examines some of the written responses of instructors to student writing, such as "redundant,""vague," and "rewrite," and considers the effects on the students. (EL)

Presents three exercises that teach good proofreading and editing skills as well as tap students' creativity on the word processor. (HTH)

Demonstrates the significance of intertextuality theory to rhetoric by explaining intertextuality, its connection to the notion of "discourse community," and its pedagogical implications for composition. (FL)

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Claims that the process approach to writing (1) suffers from methodological defects; (2) appears to be based on a number of mistakes about the nature of language and mind; and (3) may lead to contentless courses full of solipsistic students. Argues that, examined critically, process ideas have only limited usefulness in business communication. (JD)

Defines free writing, reviews the philosophy and history of free writing, and discusses some problems that it entails. (NKA)

Reviews court rulings on academic sovereignty, discrimination and equal protection, and contractual relationships between students and schools. Offers guidance to help faculty prepare for student legal pressures by clarifying the roles of the student and the college. (DMM)

Asserts that most English departments are product oriented in their hiring and faculty evaluation, therefore the slow transition from product to process oriented writing instruction is not surprising. (SRT)

Discusses the problem of trying to unite the fields of composition and literature into an overall program of English studies, and how the connection might be achieved. (SRT)

Argues that when students of English as a second language (ESL) use English in preparing and writing assignments in other subjects of study, they face communication problems that deserve special attention in the language class. Shows how ESL teachers can cooperate with the teachers of other subjects to help the students. (SED)