Discusses the meaning of "Good English," the distinction between functional efficacy and aesthetic value, and why teachers teach writing. (JAD)

Describes a writing exercise to help technical writing students determine the appropriate methods of extension for technical definitions, decide which terms need to be defined for a particular audience, and place definitions effectively in the document. (MM)

Describes the Clinic Case, a writing case designed to teach students how to revise an analytical report based on survey data. Notes that this case is a useful tool to help technical and business writing students learn the necessity of using their experiences to give meaning to numerical data. (MM)

Describes an approach to encourage freshman writing students to think about rhetorical situations in economic terms (as a transaction between interested parties), leading to a clearer understanding of the rhetoric behind writing. (SR)

A writing project with homeless persons in Brighton, England, was supported by a partnership of agencies. The realities of homeless life necessitated a flexible approach and modification of demands for attendance. The project served as a bridge to participation in the wider community. (SK)

Discusses how the author was influenced by poet William Stafford. Discusses what she learned about the value of writing with her students, of responding to writing, of being open to all the possibilities a writing classroom might present. (RS)

Presents a 90-item bibliography of journal articles published between November 1993 and October 1994 in "The Writing Center Journal,""Writing Lab Newsletter," and "Focuses." (SR)

Reprints a 1986 article from this journal which discusses the mission and goals of the Center for the Study of Writing. Updates the article with an Afterword commenting on the earlier piece. (SR)

Describes a process (AIR: Achievement, Improvement, Reflection) that helps students organize their portfolios and see their own achievement and improvement. (SR)

Reviews the arguments for and against teaching the traditional five-paragraph essay model. Describes a teaching approach in which students critically examine these arguments while learning the principle features of the five-paragraph essay. (SR)

Argues that imitation as a pedagogy in the composition classroom--far from dead as most would assume--remains a reputable practice for some writers. Attempts to situate arguments for imitation in the larger context of the process movement. Explores complex historical, cultural, and theoretical reasons why some may object to imitation. (TB)

Offers a candid look at cheating from the point of view of a college teacher of writing. Tells two stories that convey something of the perverse experience of cheating. (SR)

Describes one teacher's difficulty in getting his eighth-grade students to revise their writing. Discusses his successful use of writing "skeletons" to help define what revision is and to teach a structure for one type of revision. (SR)

Examines several pieces of writing (class assignments as well as writing done outside of school) by the author's 10-year-old daughter. Notes the different kinds of learning promoted in them, and maintains that school writing assignments should be as "real" as possible. (SR)

Reviews feminist critiques of philosophy and science, and suggests how they may relate to attitudes about the teaching of writing found among academics--humanists as well as scientists--and to the teaching of writing in colleges and universities. Suggests that taking notice of this material will help bring writing courses closer to what takes…