Analyzes research on the behavior of writers and applies it to the development of writing curriculum. Includes an outline of an example of goals and objectives for teaching writing based on such an analysis. (MD)

The principal of an Indiana high school relates how he involved staff in the development of a writing program (Project Write) through the use of "skills models." Includes references. (MD)

Describes and compares the major approaches to organizing a writing course, classifying them under the following four terms: traditional modes, process, epistemic, and stylistic. Discusses the basic tenets of each teaching philosophy, suggests appropriate textbooks, and identifies various ways of implementing these approaches in the classroom. (JG)

Arguing that writing must be a construction of reality and a discovery of meaning, proposes a role for the writing teacher analogous to the facilitating relationship of professional writers and their editors. Identifies three principles for the teacher as editor: (1) do not give assignments, (2) do not give grades, and (3) ask writers to talk…

Describes a teacher's presentation in the classroom of the drafts, notes, outlines, and other artifacts from his own papers. Recommends that teachers show their students evidence of their own struggle with the writing process in order to encourage them and convince them that all writers hesitatingly begin with a mess. (JG)

Examines the oral interactions between four different undergraduate writers and four different graduate student tutors. Results indicate that the interactions have characteristics of peer and classroom interaction, that they are less clearly oriented than teacher-student conferences, and that they cannot really be considered peer group talk. (RS)

Suggests using jump-roping rhymes and rhythms as an energetic way to guide students to a basic understanding of poetic principles. (MS)

Discusses advantages and disadvantages of oral and written storytelling. Argues that preschool language experiences and the opportunity to discuss, listen, and read widely at school all contribute to the quality of children's written and oral work. (RS)

Supports outlining as an invaluable tool for teaching students how to prepare to write on subjects of a logical nature and for analysis of writing of like kind. (RAE)

Examines three phases of linguistics' influence on writing instruction. Suggests that the production of context-independent, explicit texts is too narrow a goal and that helping students imitate speech in their writing is a proper goal for an advanced composition class. (RAE)

Offers heresies about reading, grading, and commenting on student papers which may relieve teachers from constant paper grading. Recommends using peer audiences, deemphasizing grading, expanding and elaborating the stages of the composing process, and modeling effective writing behaviors for students. (RAE)

Outlines a plan to provide practice in writing questionnaire reports. Teaches students: (1) how to know what report format is appropriate; (2) how to interpret and present statistical data; and (3) what recommendations to make, if any. (RAE)

Reviews specific examples of cliched anecdotes from recent publications intended for student use, warning that these reflect poorly on the field. Calls for more qualitative research to validate the principles espoused in business communication literature. (RAE)

Focuses on attitudes toward ideology in the three rhetorics that have emerged as most conspicuous in classroom practices today: (1) cognitive psychology, represented by Linda Flower; (2) expressionism, represented by Peter Elbow and Donald Murray; and (3) social-epistemic, represented by Ira Shor in CRITICAL TEACHING AND EVERYDAY LIFE. (JAD)

Contends that by using nonfiction writing as a daily developmental process, a child finds a predictable, nurturing, and accepting environment which helps teachers understand their students, helps children learn, and promotes acceptance of both the student and the child. (MS)