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)

Argues that asking students to write in concrete images about specific events and places serves to emphasize the importance of writing from detailed personal experiences. (RL)

Uses a broad definition of technical writing (practical writing) as a backdrop for two freshman composition courses. Introduces a student planning sheet for "thinking in"--examining the audience and purpose of a writing assignment. (RL)

Urges basic writing instructors to teach prewriting and rewriting as seriously as they teach writing. Decribes the implementation of this approach which forces students to proceed through all three stages of writing in a structured classroom setting for each composition assignment. Provides an example showing a students' writing improvement. (AYC)

Describes a writing exercise that requires students to solve a murder mystery and persuade their readers that their solution is the correct one. (FL)

Shows that the social dimensions of peer tutoring help students acquire a sense of audience. Shows how peer tutors serve as a link between writer and audience. (RL)

Reports the results of a survey of 104 graduate schools concerning courses in rhetoric and composition introduced from 1974 to 1978. Describes courses according to the following categories: the teaching of rhetoric and composition, theory, advanced writing, basic writing, research, and stylistics. (TJ)

Argues that composition teachers need to spend more time teaching writing as a process. Suggests that models of the writing process should avoid strict references to prewriting, writing, and rewriting stages and should instead reflect the reality that each aspect of writing may occur at any time during the composing process. (TJ)