Includes Thomas Dukes' rebuttal to Elizabeth Tebeaux's "The Trouble with Employees' Writing May Be Freshman Composition" (v15 n1) and Tebeaux's response. Dukes argues that inept freshman composition experiences are not the fault of the course itself. Tebeaux contends that freshman composition courses overemphasize expressive discourse.…

Outlines a college senior and graduate level business and technical writing course, focusing on a book review assignment unpopular with some students. Suggests a rhetorical case requiring students to justify the assignment, instead of justification being imposed by the instructor. (JAD)

Argues that teachers of writing are more concerned about good writing than about good writers, and that they should instead strive to improve the experience of writing, even if that means throwing out the piece of writing produced. (JAD)

Describes how technical writing teachers can adapt existing operations management cases for the writing classroom by recognizing communication gaps and filling them with appropriate writing scenarios. (ARH)

Suggests the distinction between reseeing and rewriting is the difference between substitution and combination. Claims that the epistemic approach imagines composition as a process through which the writer might learn something, and sees texts as indeterminate, open to further interpretation. (MS)

Claims Rogerian principles of communication and problem solving offer important supplements to teaching traditional argumentation, especially in advanced composition courses. (MS)

Discusses techniques for teaching advanced writers to use punctuation to create rhetorical effects. (MS)

Writing and teaching networks provide a way for teachers to support each other by sharing their writing, by reflecting on teaching of writing, and by talking over problems and progress. Ways administrators can facilitate such groups and ways for teachers to organize meetings are suggested. (MT)

Reviews various approaches to critical response/evaluation, including New Criticism and belletrism, and discusses the relationship between grading and responding. Asserts that a teacher's response to students' written efforts offers the student a repertoire of critical values and a model of critical reading. (MM)

A teacher details a method, the Creative Concrete Operational Writing (Creative C.O.W.) program to provide an individualized structured approach to creative writing in the primary grades. Sample story plans and worksheets are included. (DB)

Describes a study on peer evaluation of students' writing. Indicates that teacher evaluation of students' writing is valuable, though results do not favor teacher evaluation over peer evaluation. (JD)

Notes that Richards still offers the best overall theoretical reserve available to teacher of language because he deals primarily with language as it is actually used. Elaborates on two of Richards' insights likely to be of greatest overall and long-range value to both writers and writing instructors. (HTH)

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

Describes a class exercise in which a teacher prepared a newsletter containing samples of student work and sent it to editors. Notes the benefits of the exercise, including the offers of editors to accept some of the stories. (FL)

Argues that rather than intervening with one "ideal" composing style, teachers should acknowledge a number of effective overall composing styles--as well as options for performing each composing activity--to produce more flexible and resourceful writers. (HTH)