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)

Classifies and explains three types of technical writing. Discusses ways English teachers can help writers involved in each classification of technical writing. Offers principles for organizing a program of technical writing instruction. (RL)

Argues that the 1980s will be a very good time for college writing teachers and writing programs. (FL)

Examines the problems the passive voice element creates for style in technical writing. (HTH)

Argues that to improve students' writing in upper level business communication courses they must be exposed to the thesis that it is impossible to put together any piece of exposition, specifically letters, memoranda, and reports, without using one, or a combination of, rhetorical techniques arranged logically. (FL)

Describes a method of teaching business communications that cuts down on paperwork and emphasizes the process of writing. Termed the "office tutorial," the method is built upon a series of short, direct conferences between student and teacher. (FL)

Examines the characteristics of a sound and effective writing workshop program and discusses steps for planning such a workshop. (HTH)

Describes a teaching method for writing and language development in which the class meets around a large kitchen table and the teacher's written responses to children's writing provides a model for their skill development. (HTH)

Relates the steps in the process of students' productions of radio plays, which can inspire quality writing experiences. (RL)