Discusses five "rules" of language use that can be broken: (1) don't use contractions in formal writing, (2) every paragraph should have a topic/clincher sentence, (3) never end a sentence with a preposition, (4) Avoid "I" and "you" in formal writing, and (5) never begin a sentence with "and" or "but." (EL)

Presents a model of rhetoric based on territorial motives. Suggests five general principles for analyzing the territorial content of discourse and discusses territorial rhetoric and rhetorical theory, territoriality and style, and two fallacies of criticism. (EL)

Examines the competing educational paradigms in writing instruction concerning instruction in style. Offers suggestions for restoring matters of style to the curriculum. (HTH)

Describes a "composing process paper" assignment designed to make students aware of their own writing processes and to teach important problem-solving skills. Provides a series of protocol questions students can discuss before writing descriptions of their individual writing processes. (HTH)

Describes an assignment in which students are taught to develop poetry using the ideas and words found in newspaper or magazine stories. Includes model poems. (HTH)

Kindergarten teacher typed children's stories as they were dictated to her because it offered the children an opportunity to articulate ideas, practice using language effectively, weave pleasing stories, and create bonds between children and adults. (DF)

Describes ways to create visuals with nonphotographic slides that can enhance both language teaching and learning. The slides can be used to teach lexical items, grammatical concepts, and reading and writing skills; to introduce and use dialogues; and to play language games. Suggests that creating slides be taught in teacher training classes. (SED)

Presents guidelines given to students to help make peer group discussions of writing more effective. (HTH)

Proposes as a follow-up to an article on controlled composition for basic writers a necessary bridge between strict copying and independent composing. (HTH)

Describes a follow up report and evaluation of the "Writing to Read" program in the Tulsa Public Schools. Standardized test results, supported by first-hand observations, show that student scores increased over the year of the study. (MD)

Explores the complexity of the concept "specificity," then looks at some of the misinterpretations made by developmental writers to illustrate how developmental writing students have difficulty moving from abstract to concrete. (HTH)

Lists 23 two-year colleges that offer an associate degree or a certificate or both in technical communication. (FL)

This article discusses how ethnographic research can provide valuable insights into the nature and function of writing which can, in turn, be used to improve writing instruction in schools. (MT)

Considers intellectual core and boundaries of composition as a domain of inquiry and action with intention of contributing to the larger philosophical enterprise existing in composition, wherein scholars are attempting not only to explore the conceptual frameworks of the field and its relation to other disciplines but also to examine the nature of…

Five writers/teachers explain their philosophies about editing student work for publication. (DF)