Discusses four competing pedagogical models used in freshman composition courses and texts, which emphasize reading literary texts; writing error-free text; understanding relationships among the writer, text, and user; and composing relatively unstructured texts. Identifies weaknesses in each approach contributing to the declining literacy of…

In lieu of literacy programs based on teacher-as-parent, student-as-child relationships or student/teacher partnerships, the authors propose (1) developing an adult/adult learning environment, (2) using a psycholinguistic model of the reading process, and (3) using a cognitive-discovery model of the writing process. (SK)

Discusses the learning philosophy of LOGO and how it is utilized with a word processing program to help former drop-outs learn to write. Some teaching techniques with descriptions of how they can be applied are included. (MBR)

Relates the self-determination principles underlying the Outward Bound wilderness program to one teacher's writing instruction objectives. Describes two of the writing assignments resulting from this application. (HTH)

Describes the use of simile games to increase students' ability to use the simile as a tool in persuasive writing. (HTH)

Explores the difficulty in defining cliche and distinguishing it from other idiomatic and indelible expressions in the English language. (HTH)

Discusses the difference between "modern" and "new" as applied to rhetoric and specifies some of the conditions of contexts requisite for a truly "new" rhetoric. (HTH)

Describes a public relations writing course on how to write the PSA (public service announcement). (PD)

Describes writing folders (used to hold children's personal and creative writing efforts for an entire school year) and how they may be used effectively. (FL)

Argues humorously for "constructive ambiguity." Includes amusing rules for vocabulary, punctuation, style, clarity, and bibliographies. Ends with the rule, "When one says nothing of consequence, it is difficult to contradict one's self." (EL)

Discusses the five steps in the persuasive sequence used by Joseph Priestly in his scientific writing and adapted for use in teaching business communication. (FL)

Suggests that the information processing model of writing developed by cognitive psychologists provides a construct for researchers to work with but has little to contribute to classroom pedagogy. (MM)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Describes a grading option used by technical writing faculty members at Ohio State University that allows students to complete reports on their own in order to learn to work without supervision. (FL)

Examines the effects on writing of involving students in using strategies of defining as inquiry, versus the effects of their analyzing and initiating model definitions. (HOD)