Describes a strategy for teaching abstracting in technical writing classes. Discusses kinds of abstracts and guidelines for writing them, and provides in-class and follow-up assignments. (HTH)

Advocates the use of a cassette tape as a permanent and more enlightening record of students' efforts and errors on technical writing assignments. Provides procedures for the use of this grading technique. (HTH)

Explores the implications of Soviet psychologist Lev Vygotsky's cognitive theories on the writing process. (MM)

Uses the Vietnamese War as a metaphor for student and instructor approaches to language in composition classes. Explores George Orwell's "Politics and the English Language" in its relationship to the rhetoric surrounding United States intervention. (MM)

Classifies various syntactic structures normally included in sentence-combining instruction into five categories: coordinates, adverbials, restrictive noun modifiers, noun substitutes, and free modifiers. Within each category, structures are further divided into three levels to provide teachers with guidelines for planning instruction. (RH)

Offers writing assignments and exercises for students in grades one through eight. (HOD)

Surveys modern language and cognitive theories and their implications for the teaching of undergraduate composition. (JL)

Presents opposing views on the wisdom of teaching student writers to write for an "audience." (JL)

Surveys the status of computer assisted instruction (CAI) in English. (JL)

Examines the description of the reading for revision process put forth in E. D. Hirsch's "The Philosophy of Composition," contending the research studies Hirsch uses are inconsistent and, taken together, do not support the general description of the reading process that underlies the argument of the book. (HTH)

Discusses a study to determine the writing skills and projects which are most important to an accountant's success. Determined that students should be taught to prepare narratives, letters, and analytical reports. The student should learn to (1) write concisely, (2) construct smooth sentences, and (3) make conclusions. (JOW)

Questions whether literary study complements or enriches the teaching of writing. (HOD)

Argues that all teachers should use writing as a teaching tool. Reviews the history of the writing-across-the-curriculum movement and presents examples of practical applications. (Author/WD)

Argues that excising the word "exposition" from the language of English teachers would be more beneficial than harmful. (JL)

Suggests teaching students four processes for improving sentences: addition, subtraction, substitution, and transposition. (JL)