Proposes that student familiarity with the various kinds of documents produced in industry will reduce the shock of discovering the difference between writing for the classroom and writing for business and industry. (EL)

Reviews some of the available resources--films, videotapes, and textbooks--that support visual approaches to writing. (EL)

Presents a writing assignment that requires lawyers in a technical writing class to address the needs of a client who is unhappy with a lawyer and with the language used by the lawyer in a legal document. (FL)

Argues that the process of learning to write should be recognized as a process of learning how to construct different kinds of written texts, each representing a different way of making meaning. (HOD)

Concludes that textual analysis with computers intrigues college writers and speeds learning of editing skills by offering immediate, reliable, and consistent attention to surface features of their prose. (HOD)

Shows how teaching sixth grade ESL students the story grammar of fairy and folktales enabled them to learn to express themselves in their own fiction writing. (FL)

Stresses that teaching writing is a very difficult task because of, among other things, the problems in changing students' lifelong habits, their general lack of reading and summarizing skills, the intuitive nature of grammar use, and the lack of instruction in logical thinking. (CRH)

Encourages professional dialogue to establish correspondent interests among college English faculty who have taken positions in defense of the teaching of either rhetoric or literature. (AEA)

Discusses two problems in current programs designed to train teaching assistants in composition: economics and attitude. (AEA)

Explains how providing a general theme and a varied audience for writing helped improve student research papers. (FL)

Discusses four principles derived from theory and practice that make incorporating writing into any class easy and worthwhile: (1) creating audience awareness, (2) making writing tasks consequential, (3) varying writing assignments, and (4) using writing to help students integrate new material into what they already. (FL)

Discusses the use of holistic evaluation, the use of rubrics and checklists, peer evaluation, and small group peer evaluation as means of making writing evaluation effective while keeping the paper load manageable. (FL)

Reports the results of a survey of the curricula of 259 college English departments which indicate that the growing demand for writing courses coupled with the need to maintain a well-balanced program of literature offerings is causing problems for departmental administrators. (AEA)

Discusses various informal measures of writing proficiency. (FL)

Standardized writing tests focus more on content than mechanics, but writing instruction typically focuses more on mechanics than content. Plot scaffolds, can help teachers fix the balance and help foster creativity and originality in students' writing. In this practical guide, elementary and middle school teachers will find: (1) a research-based…