Recounts the author's involvement in a writing center, noting a dichotomy between composition theory and pedagogical practice. Asserts that writing center directors and teachers need to place their work in a theoretical context, building on theories of collaborative learning and theories of writing as a social process. (MM)

Follows the progress of three young boys as they learn to collaborate in school. Shows the importance of allowing students to talk through their writing and reading tasks and to recognize the social and listening skills that develop along with their writing. (MG)

Shows how grammar may be used conceptually to help students cultivate an understanding of the conventions of authorial presence in technical writing. (MM)

Presents an overview of some important issues of the last few years in second-language (L2) writing, including the processes of writing, the views of teachers of second-language writing, the role of the classroom, and the special demands placed on (L2) writers. (61 references) (GLR)

One teacher devotes a portion of the college freshman composition course to an archetypal approach to literature, presenting students with basic story elements (archetypal patterns and characters) in myth and literature to which they can relate their own lives. Students create puppets and puppet plays in highly imaginative and entertaining ways.…

Notes that proponents of writing across the curriculum may find a partner in the proliferation of computers on campuses. Points out that discussions about how to teach effectively with computers provide a new incentive and focal point, reinforcing the principles of sound writing pedagogy. (SR)

Presents a worksheet that asks students to describe themselves as writers. (MM)

Examines the correlation between explicit positive or neutral comments by tutors and improvement in high school students' competency test scores. (RAE)

Argues that writing promotes engagement with a text, leading to better comprehension, and that writing tasks should vary depending on the nature of the reading task. (RAE)

Describes a "literate occasion," when the death of a teacher's grandmother gave her fourth-grade students the chance to use their reading and writing skills for a purpose--to support their teacher. Emphasizes the importance of showing students the power of literacy in their lives and the lives of others. (MM)

Argues that rhetorical history serves composition studies in two ways: 1) it provides the field roots and self-definition; and 2) it provides the kind of hard knowledge that puts the field in context. (JAD)

Suggests methods of using literature to help students select and develop topics, write drafts, confer about their writing, revise, edit, and publish their work. Concludes that students can learn a great deal about writing processes through reading and discussing children's literature. (RAE/JAD)

Describes three alternatives to the student research report: (1) collaborative research; (2) Ken Macrorie's "I-Search"; and (3) the saturation report. Notes that all three activities are concerned with integrating inquiry, learning, and writing. (MM)

Presents a month-long guide which teachers can use when introducing process writing in their classrooms. Notes the importance of adapting this guide for each individual teacher's classroom schedule and personal taste. (MM)

Presents an annotated list of new and new editions of textbooks for writing courses. Categories include: developmental writing (including handbooks, rhetorics, and workbooks); freshman writing; advanced writing (including composition and literature texts and business and technical writing texts); and professional texts. Classifies computer…