Describes how students can use metaphors to evaluate their writing. Provides several metaphors which can help students make decisions about the use of support, examples, and detail in their writing. (MM)

Describes how allowing students to break the rules of standard writing can increase students' creativity in their written expression. Discusses several traits of this alternate style, or "Grammar B," including sentence fragments, double voice, lists, and spelling variations. (MM)

Outlines an assignment for teaching job search skills, including writing a cover letter, resume, and interview follow-up letter. Proposes that the instructor act as interviewer, video tape each interview, and analyze each student's performance. (JAD)

Argues that thematic units may be the best way to avoid the lack of compelling journal writing topics. Argues that themes introduced in a journal writing assignment prior to the study of the text are good preparation for reading. Presents some examples of themes, topics, and accompanying literary works. (RS)

This article presents practical solutions to some common problems that may interfere with the mechanics of handwriting. Problems addressed include poor sitting posture, immature pencil grasp, poor stability or positioning of paper, uncertain hand dominance, difficulty copying from the chalkboard, and problems with spatial organization. (JDD)

Describes a writing project in which elementary students write Choose-Your-Own adventure stories. (SR)

Presents an interview with James Moffet in which he discusses his education, individualization, assessing writing teachers, the "Interaction" program, censorship, and conducting workshops for English teachers. (RS)

Suggests that excellence in writing, as in many things, will flourish in a climate that is open to it, wherever and however it may express itself. Argues that a fundamental skill that writing teachers must teach their students is to identify and describe the things that drive writing for them at any given time. (RS)

Reprints a 1979 article from this journal in which the author recounts his impressions as a reader for the College Board's English Achievement Test, an experience that left him asking questions about this type of assessment. Updates the article with an Afterword commenting on the earlier piece. (SR)

Provides discussion and critical analysis of collaborative practices in learning, teaching, and research. Considers critiques of collaborative practices. Describes a "pedagogy of disclosure" that is needed to fulfill collaborative work experiences. Sketches four collaborative scenes that succeeded in evincing such disclosure among learners. (HB)

Describes how, in a unit on Russia's history, culture, and future, eight high school students with writing difficulties presented their work to small student groups, a teacher alone, one student, and finally themselves via videotape. Notes that students' reactions to these audience options show how student writers can develop a sensitivity to…

Offers "sure-fire" techniques for that rare occasion when writing teachers find themselves unprepared to discuss the essay they assigned their students to read. (SR)

Argues for using the metaphor of the contract as a principal strategy for teaching students how to craft introductions. (SR)

Presents an assignment that introduces business communication students to an array of writing reference works. Appends a list of 24 suggested reference works for the assignment. (SR)

Discusses lighthearted writing, much of which has a serious intent as well as two highly desirable qualities: writer satisfaction and reader-appeal. Offers examples of all sorts of lighthearted writing including lighthearted writing from the classroom. (SR)