Experiences in the English department of the State University of New York College at Potsdam illustrate the ways in which writing teachers can use even minimal computer technology for instructional intervention at several stages of the writing process and provide more individualized instruction. Familiarity with the technology breeds innovation.…

The principle of athletic coaching is applied by analogy to first year community college writing instruction. The role of the coach and five essential elements are discussed: practice and drill (nongraded exercises); fouling out (assessment); playbooks and plays (resources and strategies); big games (formal research papers); and postmortem (review…

The article reviews word processing software and software to build keyboarding skills, as used with students needing to improve their mastery of the writing process. Criteria for selection of word processing programs are discussed and specific word processing programs are compared. Instructional suggestions are offered. (DB)

Offers guidelines on using student journals and microthemes in writing across the curriculum programs, drawing from the experiences of faculty at Queensborough Community College. Includes sample assignments. (DMM)

Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Discusses the transactional view of writing, social/personal views of learning, teachers redefining themselves and their relations to…

Asked graduate faculty to provide information about writing requirements of first-year doctoral students, criteria they use to evaluate students' writing, and writing problems of native- and nonnative-English-speaking students. Survey results raise pedagogical issues concerning global versus local writing problems, role of vocabulary instruction,…

Presents four suggestions from teachers on classroom and teaching matters, including (1) using a journalism model for teaching essay writing; (2) a framework of teaching options for content area instruction; (3) what makes a good workplace literacy project; and (4) what helps students learn problem solving. (SR)

This article draws together three papers (EC 603 155, EC 603 157, and EC 603 158) on metacognitive theory in literacy, writing, and mathematics acquisition of children with learning disabilities. Topics discussed include self-regulation, the reciprocal relationship between self-regulated learning and motivational beliefs, and the classroom role of…

Presents an annotated bibliography of ERIC materials on critical thinking instruction, focusing on general approaches, and critical thinking approaches linked to developmental education, writing instruction, and other disciplines. (DMM)

This article explores ways to enhance oral discussions to increase the written language abilities of students with learning disabilities. It discusses oral and written language differences, and offers specific strategies for improving oral narrative skills within the Language Experience Approach (LEA), such as using semantic maps and teaching…

Investigates to what extent children were given opportunities to engage in process writing. Finds a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes. (SR)

Outlines the historical development of modernism and its impact on literary studies in today's classrooms. Advocates abandoning modernist teaching modes. Describes an alternative postmodernist epistemology and how it might inform literary studies, particularly in fostering an ethics of reading and writing. (HB)

Describes a student with learning disabilities and how teaching methods emphasizing accommodating the student helped him find success. Illustrates how accommodating for learning differences can result in student success. (HB)

Parents can help their children prepare for the future by providing them with a literate home environment. The article suggests that parents model literacy at home, make time for reading and writing, create a literate environment, strengthen bonds while developing skills, and find meaning in reading and writing. (SM)

Argues that, when instructors consider only the socially constructed in their classrooms, the intricacies of individuals are lost. Points out that, when teachers think students are completing assignments, the students are actually completing their own understanding of the assignment. Suggests that instructors explain repeatedly what they expect of…