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…

Asks the reader to try to make sense out of one student's response to Adrien Stoutenberg's poem "Reel One." Presents the student's reading and an analysis of the student's reading. (HB)

Maintains that advertisements are useful in the writing classroom as nonthreatening "real" writing to promote student discussion, to demonstrate tone and voice, to demonstrate writing strategies, and to promote critical reading. (SR)

Discusses the history of the Conference on College Composition and Communication (CCCC). Argues that universities now prefer celebrities with big curriculum vitae to the grand figures that alumni recall with awe. Notes that the CCCC has been in the forefront of academic challenge since the late 1940s and has adapted well to change. (PRA)

Considers the problems with ranking students' written work and some of the benefits of evaluating. Argues that teachers should do less ranking and more evaluation. Discusses the limits of evaluation. Asks teachers to foster a "liking" for their students' writing. (HB)

Argues that students must be taught specific techniques for adapting their prose through increasing the level of language. Suggests one technique of analyzing the choices of subjects and verbs in sentences that can help students produce more intelligent and powerful writing. (HB)

Describes various techniques and methods used by three practicing English teachers for implementing the publication of student-generated writing in the English classroom, including student readings. (HB)

Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)

Discusses the experiences (reading, scoring, discussing, reviewing, refining of scoring, etc.) of a participant in the first-ever competitive review of all sites of the National Writing Project. Notes that the participant read many applications from sites that "lived" the model on which the project is based. (RS)