Points out that many teachers of English and writing are interested in supplementing their income by becoming consultants. Discusses six major problems that consultants encounter: travel, competition, difficult relationships with clients, scheduling, getting started, and trying to show a profit. (TJ)

Discusses a workshop method of instruction in technical writing as contrasted with a lecture method. Briefly describes the workshop course design, the amount of class time spent by the instructor, and some specific classroom activities. (TJ)

Describes how scientific documentation is taught in three 50-minute sessions in a technical writing course. Tells how session one distinguishes between in-text notes, footnotes, and reference entries; session two discusses the author-year system of citing references; and session three is concerned with the author-number system of reference…

Describes the Freshman Interdisciplinary Studies Program at Temple University, in which a group of freshmen join four to six faculty members in an interdisciplinary study of a broad topic. (DD)

Examines how assessment is constructed and understood, i.e., some of the conflicting subject positions writing instructors occupy when in the throes of grading. Suggests that "teacher selves" affect the act of grading, but so too do the subject positions of "student selves," namely, unconscious and/or superficial factors. (PA)

Aims to construct a view of the field of English-as-a-Second-Language (ESL) writing that meets the needs of ESL writers. Presents three models of ESL writing in relation to Teaching English as a Second Language (TESL) and composition studies. Discusses implications. (PA)

Describes and evaluates the exit assessment for writing at Simpson College. Provides background, reflection, results, a numbers analysis, and thoughts about the next steps. Argues that portfolios are a feasible means of large-scale and high-stakes writing assessment. (TB)

Explores what "grammar" means. Suggests that grammar has a place in the writing classroom and the whole-language classroom. Suggests that modifying "grammar" with adjectives such as "functional" and "rhetorical" can contribute to positive, meaningful changes in the language arts curriculum. (RS)

Describes an outreach writing class taught to people who have been diagnosed with multiple sclerosis and, in that context, explores the art of therapeutic rhetoric. (TB)

Defines pseudotransactionality as writing that is patently designed by a student to meet teacher expectations rather than to perform the "real" function the teacher has suggested. Attempts to analyze the problem from a sociohistorical perspective, using M. Bakhtin's theory of genre and Vygotskian activity theory. Suggests how this…

Critiques the logical revisionism of Stephen Toulmin, taking to task his "biased" assumptions about power and knowledge, among other limitations, while advancing his "simplified" system of discursive logic for the teaching of writing and rhetoric. (TB)

Notes that literature full of rich, specific vocabulary is the best source for teaching good writing. Briefly lists mini lessons that focus on encouraging the use of interesting words. (SR)

Four strategies for motivating students to be good spellers are outlined: establishing a goal of always doing the best spelling for those who will read it; having students share their spelling strategies; responding to students' spelling; and using checklists when conferencing with students about their spelling. Sample checklists are included. (SM)

Asserts that the essay has been called the "default genre" in high school and university education. This article examines the nature, history, and function of the essay in this role, including feminist critiques of the genre. It explores the dialogic or multi-voiced character of most academic essays and suggests that it is through…

Describes the sequences of drama involving two stories and analyzes two samples of responses from three students in a kindergarten classroom. Suggests how process drama, informed by an understanding of social semiotics, could help teachers begin to reimagine writing instruction using drama as central to their work with young writers. (SG)