Shows how the eagerness to learn and the wealth of experience of senior adults makes a composition course in autobiography particularly effective for such students. (JL)

Presents a guide for the young writer seeking publication. (JL)

Disagrees with the contention that the differences in approaches to teaching writing can be explained by attending to the degree of emphasis given to universally defined elements of a universally defined composing process, arguing instead that different rhetorical theories define these elements differently. (JL)

Describes a prewriting technique in which technical writing students are given a tool or mechanism with which they are unfamiliar and told to figure out what the object is from a series of clues. (HTH)

Describes a contract grading system for classes in freshman composition that is designed to encourage a great deal of revision. (FL)

The author suggests an intellectual approach to teaching learning handicapped students to write. The effectiveness of the developmental writing approach is supported by a study in which teachers were trained according to five propositions, including that all writing is thoughtful, and that writing is concerned with content. (CL)

Reflects on what it is like to be a writer and how others might help the writer. (HOD)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Explains how to use various periodicals to demonstrate to composition students that writing style is both accessible and controllable. (AEA)

Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

Presents a model for the long report that can be used to subsume several technical writing forms and skills: the proposal, the progress report, formal and informal oral presentations, and the format of the long report itself. (FL)

Points out the disadvantages and limitations of grading all student writing. Offers alternative methods of giving students meaningful feedback about their writing. (RL)

Shows how a teacher developed a pattern of responding to student writing. Lists 15 of her standard comments. (RL)

Examines the four steps a technical writing teacher should follow in organizing the technical writing course and in allowing for adjustments during the course. (RL)

Describes the organization of a writing workshop for women, and the characteristics unique to a group of women students that made the course successful. (HTH)