Reports three experiments investigating the use of analogies in spelling acquisition. Observes comparable use of analogies in children with comparable lexical knowledge independently of their grade level or alphabetic skills. Suggests that children establish specific orthographic knowledge from the beginning of literacy acquisition and use this…

Considers the author's own experience with "voice" in her graduate studies pursuing poetry writing, women's literature, and composition theory. Notes that because voice as a metaphor has been called into question, many female educators have grown reluctant to use it. Discusses how a metaphor like voice can successfully imply both the…

Critiques and advances an understanding for a method of establishing ethos-- promoting one's field by distinguishing it from work associated with women. Provides some reasons why this might have been important to women librarians and argues how this process applies to particular exigencies in the contemporary fields of library science and of…

Presents the author's ideas about teaching in the form of a letter to his students. Gives his message in the form of a story. Focuses on a reverence for questions, an acceptance of solitude, and a commitment to reflectiveness. (SG)

Considers how the author has seen the best minds of his generation destroyed by faulty pedagogy. Argues that the traditional workshop model was designed as a method for teaching elite graduate students, but notes that many undergraduate poetry writing instructors still employ it. Presents and elaborates on an alternative "Five-Canon" approach to…

Using findings from a pilot study, discusses why there is good cause to believe that the five-paragraph essay has significant strengths as a tool for the development of writing competencies among low-income and first-generation college students. (EV)

Argues for the systematic use of patterns of arrangement to order and revise texts for a particular subject matter, purpose, and audience. Illustrates how writers mobilize textual patterns to some tangible effect and, as a consequence, how writing teachers and student-writers can overcome the pragmatic limitations ready-built into arrangement and…

Considers how the possibility that the use of the specific "technology" of writing might itself alter thought, language, relations, identities, or pedagogical practice. Hopes to create learning environments which acknowledge and support the complex processes involved in learning to write, addressing literacy as an emergent phenomenon of language…

Outlines the technical writing tutorial (TWT) that precedes an advanced English as a second language (ESL) writing course for students of English Philology at the Jagiellonian University, Poland. Finds a statistically significant increase in the performance of the students who had taken the TWT. Indicates that technical writing books and journals…

Maintains that the author's authentic voice as a writer is "constructed more than it is gushed." Describes how, when the author tinkers with words, when he shifts, cuts, changes, and arranges them to achieve certain effects, it isn't the writing only that he crafts: he is also crafting an identity. Notes how this applies to teaching…

Explores thoughts about what teachers owe young writers in helping them learn to spell. Considers the variety of ideas in the educational community on this topic, discussing briefly invented spelling, spelling in the writing process, word lists, and spelling patterns. (SR)

Presents and discusses a speller's bill of rights, consisting of nine items to guide a spelling curriculum and ensure that children leave elementary school able to express themselves strongly and effectively in writing, including the ability to ensure that words in their writing are spelled appropriately without spending hours on proofreading. (SR)

Establishes that there are different ways of conceiving of time and that they are class-based. Illustrates in part the history of one working-class student struggling to make sense of middle-class affiliations with academic discourse and middle-class understandings of time. Proposes that writing teachers make more explicit the ways that narrative…

Argues for what the author calls "just multiculturalism," which holds justice rather than tolerance or difference as multiculturalism's first principle, as one path to consider a way out of the relativist trap. Notes that in the classroom, just multiculturalism encourages students to engage in cross-cultural understanding, judgment,…

Considers how helping one to imagine himself or herself a writer is much more complex than nurturing a more stable grasp of sentence clarity or spelling. Notes that it involves the ability to nurture the personal introspection and cultural scrutiny that makes writing a source for reflection and transformation. (SG)