Describes how first and second grade teachers use writing to teach phonics in a curriculum that integrates instruction in reading and writing. (SR)

Argues that only from the inside can writers define their own metaphors to make what others say about writing centers the same as what they themselves say. Asserts that this goal will always remain elusive; and, though to pursue it is to empower writers, to achieve it would be to arrive at a definition, a comfortable but naive position. (PRA)

Asserts that changing writing "laboratories" into writing "centers" suggests in the word "centeredness" some of the best things a writing center can be in its sense of purpose and community; and, in the word "centrism," a few of the problems that writing centers may be heading for in its suggestions of monopoly and self-importance. (PRA)

Presents a bibliography of 76 newsletter contributions and journal articles of writing center scholarship published between April 1991 and March 1992. (PRA)

Maintains that college English teachers, in light of the social pressures that have hindered female expression, should provide a nourishing environment for women. Suggests ways of teaching that will raise feminist consciousness. (HB)

Describes how Forrest Houlette, director of the Indiana Writing Project, introduces teachers to the advantages of using computers (without evoking the anxieties of those new to technology) by focusing on simple, straightforward solutions to everyday problems that teachers face. (SR)

Describes a writing assignment in which students write an essay employing lexical, etymological, and connotative definitions. (SR)

Asserts technical writers are rhetoricians who continually make ethical choices in serving diverse interests and negotiating between conflicting demands. Argues that the recognition of the fundamental rhetoricity of technical writing is the first step toward accommodating a meaningful notion of ethics into the technical writing curriculum. (PRA)

Discusses briefly some ways professional writers create fine titles, using allusions, puns, rhyme, alliteration, and paradox. (SR)

Argues for exposing journalism students to a standard stylebook like the "AP Stylebook." Notes that, besides covering aspects of style, the stylebook is a source of useful information and may stimulate worthwhile discussion as it addresses issues of "political correctness." (SR)

Argues that authorship, in the sense of creation and re-creation of meaning, should be a central focus in any model of literacy instruction. Examines the elements of the "traditional" model of literacy development. Discusses the place of text within that model. Discusses implications for classroom literacy instruction. (SR)

Describes the problems faced by community college students as they begin to write an essay. Notes that a writer must trust the sense of the work and be secure that no one will laugh or sneer. Notes also that teachers must not get too confident--diligent students taking notes may still not be able to start an essay. (RS)

Explores some of the ambivalent dynamics of asking students to join teacher's academic discourse communities. Notes that the dynamics are simultaneously oppressive and emancipatory: oppressive because the students are enjoined, emancipatory because the students' and teacher's discourse communities change as they join. (MG)

Supplies the background on how professional writing coaches approach their jobs. (MG)

Applauds urging teachers to let students write about what they know, to be more expressive and personal, to make meaning, to discover and explore their knowledge and experiences. Urges teachers not abandon claims to authority or their allegiance to the expository principle even when it is the students' own knowledge and private experiences…