Elucidates the tenets of reader response criticism that are compatible with the classroom teaching of writing. (JL)

A writing center derives its definition from the services it renders. (HOD)

The fact that the writing center provides a direct educational service to students is in no way a cause for shame and embarrassment. (HOD)

Describes the use of the teacher center as a place where "thoughtful and constructive agitators" can raise questions about all facets of teaching--in this case, the teaching of writing. (Author/JM)

Discusses the advantages inherent in using peer evaluations in writing classes. Offers a list of references on peer teaching in writing instruction. (RL)

Clarifies 21 misconceptions about the nature of writing, how writing is learned, the act of writing, and who can teach writing. (HTH)

Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Offers advice on structuring the college technical writing course. (RL)

Treats orality and literacy in two ways: (1) examines the ubiquitous problem of moving from oral expression to writing, and (2) considers briefly the new, secondary orality that surrounds viewers on radio and television. (JMF)

Reviews nine recent texts, supplements, kits and professional references for secondary-level composition instruction. (SJL)

Describes a poetry writing assignment that teaches students the importance of place and objects in expressing emotions about a childhood memory. (RL)

Notes that those teachers and scholars who are known as the "new rhetoricians" are divided on assumptions about the nature of rhetorical art, with some holding a vitalist theory of art and composing and others holding a technical theory. (HOD)

Asserts that educational objectives in technical writing classes can and should be humanistic as well as utilitarian. (RL)

Discusses three implications for the structure of technical writing instruction from a discourse perspective. The implications are a "you-centered" writing development, a heuristic for perceiving and organizing experience in a technological society, and a pragmatic alternative to the traditional approach to composition instruction. (RL)

Presents suggestions for teachers to help writing students understand when and when not to revise their writing. (HTH)