Describes how the jigsaw puzzle may be used as an analogy and a technical aid in a technical writing class to illustrate the importance of several aspects of good writing. (SR)

Groups responses of writing scholars to a question concerning what has been learned about the teaching and learning of writing in the elementary school into four categories: writing is a "gateway" to literacy; all children can write; understanding writers and writing means understanding complex influences; and writers write so that they…

Argues that the problem of deficiency in cultural literacy addressed by E. D. Hirsch can be solved by combining the two areas of writing skills and literary interpretation in the English classroom. (SR)

Discusses the how, why, and when of revision. Argues that students should revise only to reach an audience with whom they want to communicate. (SR)

Relates the kinds of reading done in childhood by a now distinguished writer, Robert Westall. Describes specifically how Jack London's novel, "White Fang," influenced the development of this writer. Narrates and comments on the action of the novel. (HB)

Outlines and discusses historical and contemporary theory concerned with the definition and consideration of simile. Provides an overview of the views of the most prominent critics and theorists with regard to simile. Compares how the literal and the figurative types of simile diverge. (HB)

Suggests how teachers of writing can use the concepts of Kenneth Burke to revise discussions about words and thereby better empower the "wordlings" they teach. Argues for a Burkean concept of writing as a psycholinguistic, sociocultural process to be used in the writing classroom. (HB)

Explores a possible reading of one aspect of current theory (the dance of deconstruction and practical wisdom) to scout what might be helpful there for developing new perspectives on teaching composition. Concludes that, if composition teachers are attracted by deconstruction and its influence, they must explore in their classrooms relationships…

Maintains that the traditional plan of development, an essential element of the introduction to a formal report, invites boredom. Argues that an ideal plan shows not only the main divisions of the report, but also its challenges (problems, areas for further research, debatable issues) and items of special interest. (SR)

Focuses on the widened perspective of network writing and offers ways to understand its value to the writing classroom. (MG)

Comments on the interview of Stephen Toulmin in the preceding issue of this journal. Critiques Toulmin's concepts regarding hermeneutics and theory. Compares Toulmin's theories to the concept of "phronesis" discussed by Aristotle. Outlines Toulmin's relationship to historical theorists of rhetoric. (HB)

Provides the transcript of an extemporaneous speech by the poet Kenneth Koch at the "Educating the Imagination II" conference sponsored by the Teachers and Writers Collaborative. Comments on issues of creative writing, the imagination, and poetry. Provides autobiographical material about Koch's development as a poet. (HB)

Focuses on the signs and characteristics of maturity in children's writing. Discusses signs such as providing details; elaborating on the subject; varying sentence patterns; deepening the presentation; unfolding the presentation; and sustaining the focus of the topic. Discusses the teacher's role. (RS)

Claims the view that the teaching of composition stagnated during the first two-thirds of the twentieth century is too narrow. Discusses the approach taken by Professor Baird and his English 1-2 staff as being innovative, intellectually challenging, and historically significant. (NH)

Reveals the origin of Roger Angell's interest in becoming a writer, the circumstances leading to his interest in baseball, and his philosophy concerning his own writing processes and the teaching of writing. (NH)