Describes a teaching sequence in which students are taught to write as if they were readers and read as if they were the writers. (HOD)

Discusses possible reasons for the lack of reported uses of computers with adult learners as well as ways computers have been or could be used within reading and writing in adult education. (JOW)

Surveys three current perspectives on audience, exploring the strengths and weaknesses of each without arguing for the superiority of one view. Provides a conceptual framework that will clarify some of the things composition theorists can mean when they talk about the writer's audience. (FL)

Offers suggestions for reinforcing the teaching of writing as process by approaching the evaluation of writing as process. (FL)

Offers suggestions for helping students write effective research papers. (FL)

Suggests assigning students a spontaneous "how-to" paper the first day of class to clarify the need for audience and purpose considerations. (HTH)

Argues that technical writing should be limited to the study and teaching of pragmatic conventions relevant to actual technical communication situations. Specifically examines whether proposal writing should be included in technical writing instruction, and the place of empirical research as criteria for determining relevant conventions. (HTH)

Describes a method for encouraging students to develop a reflective/exploratory essay. Students are asked to freewrite or brainstorm on several famous quotations, exploring the disparity between the appearance and the reality. Students then write essays on some of the ideas conveyed by one of the quotes. (HTH)

Describes several activities for generating writing ideas and writing assignments to capitalize on those activities. Assignments include recording the experience, describing a reaction to the experience, or forming a generalization based on the experience or a principle formalized as the result of the activity. (HTH)

Discusses situational sequencing, a concept of teaching writing that places writers within specific rhetorical contexts and asks them to produce a series of writings that develop from and relate to one another. Provides examples of such assignments. (FL)

Suggests that since most writing teachers function as counselors in their dealings with students, it is useful for them to have some awareness of formal counseling theory. (AEA)

The instructional applicability of a variety of handwriting assessment techniques is examined. Informal procedures, handwriting scales, and systematic methods used in recent research methodology are critically reviewed. For each class of assessment techniques, relevant information on validity, reliability, and utility is presented. (Author/CL)

Presents a procedure writing students can use, either singly or in groups, to exploit the general knowledge they have of common objects, artifacts, and institutions. Describes the use of a matrix to integrate knowledge about realms, or areas of interest, and concerns, or problems. (MM)

Humorously answers objections to in-class writing and offers advice on creating successful in-class sessions. (MM)

Presents a two-stage pedagogy to help students establish original policy arguments. The two steps are designed to help students arrive at their own policy arguments once they have carefully identified and assessed the arguments of others. (HTH)