Outlines the process of peer editing, and points out that research shows peer editing to be highly effective. (ARH)

Describes how a teacher's contact with a published author, an interview and subsequent research into that author's work, stimulates students' interest in the author, provides crediblity for the teacher, and generates material for publication. (NH)

Outlines a writing activity in which groups of three students collaborate to produce several written assignments in response to a case that fosters differing points of view. Suggests the activity teaches students to represent a unique viewpoint, negotiate differences among collaborators, and share information with teammates. (ARH)

Grades the Educational Testing Service in taking over the National Assessment of Educational Progress literacy project with a "C-", claiming Part One earned a "D" for abandoning some of the most cogent and winning strategies of previous NAEP studies and Part Two earned a "C" for providing confusing unexplained data.…

Describes a writing project for which students corresponded with students at other schools about their responses to literature. Focuses on how the teachers became their own researchers and learned through collaboration with other teachers. (SRT)

Reacts to A. Brand and J. Powell's report of a study done to examine emotions reported during the writing process by apprentice writers. (JK)

A study assessed whether business communication classes prepare students adequately for tasks requiring skills in persuasive discourse. According to the survey, business students need more instruction than they currently receive in the techniques of persuasive writing. (SRT)

Presents a brainstorming aid for students whose technical writing assignments focus on real problems they must discover on their own. (SRT)

Suggests assigning interview reports to students in order to avoid the problem of lack of teacher expertise on a technical topic. Discusses various formats for this kind of report and ways to implement the interview report. (SRT)

Outlines how the Writing Response Groups function. This is a cooperative learning atmosphere where trained student peers respond to other students' writing with the Praise-Question-Polish technique. Includes references. (MD)

Interviews W.P. Kinsella about his views on a number of subjects, including how he began his career as an author, how he creates his stories, and why students should study modern writing. (DF)

Defends the use of verbal reports, or protocol analysis, as a valid means of understanding cognitive processes and writing processes. (SRT)

Describes the rationale and procedure for using student writing portfolios in lieu of proficiency writing exams to determine student placement at the State University of New York at Stony Brook. (HTH)

Describes a freshman composition assignment in which students create fictional figures and approach a final biography about the figure through a series of shorter essays. (HTH)

Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH)