Describes the preparation and presentation of a library orientation program for technical report writing students given at the University of Akron, Ohio. (HTH)

Argues that technical writing instruction is the responsibility of content area instructors. Discusses seven benefits English teachers would derive if the responsibility for technical writing instruction were removed from them. (HTH)

Encourages the use of transparencies along with student participation for teaching vocabulary, grammar, reading and writing skills to developmental studies students. (CAM)

Explains how students can learn to write reports based on encyclopedia information without resorting to copying or becoming bored. (FL)

A set of suggestions the author uses in his graduate/undergraduate writing courses and when acting as a consultant for public and private organizations. (PD)

Discusses why and how writing can be taught in the elementary school and suggests some materials that can support an elementary writing program. (HOD)

To become better writers, children need opportunities to write and freedom to let their ideas flow. Two schools in Atlanta (Georgia) have followed this principle with successful results. (Author/MLF)

Shows how a rhetorical classification system of 13 static, progressive, and repetitive logical topics can be used in technical writing classes, both as a heuristic for probing a subject and as guiding principles for arrangement and development. (RL)

Presents a writing project in which children illustrate a story within a drawn circle, ending up where the story started, as a model for story writing. (HTH)

Outlines several activities for meshing writing with adapted physical education. Reports that English teachers are enthusiastic about the program and that interdepartmental cooperation greatly increases the program's potential for improving students' writing skills. (Author/IRT)

Reviews developments in composition in light of the current lack of attention to contexts for writing, proposes a conversational model for the interplay of reading and writing, and explores the implications of the model for teaching. (DD)

Advocates venturing deeper into rhetorical situation since covering it in a superficial way may pose more problems than ignoring it altogether. Offers examples of the kinds of problems students encounter with audience and purpose. Suggests grappling with these complexities rather than discounting them. (PA)

Offers a revisionist view of business letter writing that emphasizes content and real world contact over form and punctuation. (TB)

Answers basic questions that teachers in various departments have found useful while thinking about their writing assignments: (1) the role writing assignments play; (2) whether to abolish them; (3) what students should be able to do in their writing; (4) intellectual skills students should learn; and (5) how students can be helped in…

Concludes that both sides of the "great debate" on teaching grammar are wrong--the problem will be resolved only when the majority of the profession becomes active and reformulates the question. Suggests that grammar and grammatical terms should be use as a tool to teach students how sentences work, including such things as how the human brain…