Compares models and theories of modern rhetoric and traditional composition, initially lamenting the complexities of the former and simplicity of the latter. On closer examination, the article decries the "science" of modern rhetoric, predicting an even greater departure in the future from the creative aspects of composition. (HTH)

Describes a heuristic for writing about literature, especially drama and fiction. Questions from the heuristic cover character, plot, setting, and literary devices. (HTH)

Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

Reassesses Alexander Bain's contributions to rhetorical theory and argues that Bain has been misinterpreted by some and appreciated by too few. (RL)

The authors apply the statement-pie approach (in which the reader is trained to look for the two major categories of concepts--the statement or major topic of the passage, and the information which supports the statement) to the teaching of reading and writing skills to elementary level mildly handicapped students. (SB)

Healthy competition and longer writing projects helped to overcome some of the difficulties associated with the long residencies of visiting writers in elementary schools. (RL)

Argues that peer review is a necessary prelude to teaching students how to revise their own writing. Outlines a peer review procedure and provides a copy of an assignment sheet used by students in evaluating each other's compositions. (FL)

Describes use of adapted Guided Writing Procedure (GPW) as a method suited to both cognitive and linguistic needs of second language learners. It provides instruction and practice in basic communication skills by using oral language as a bridge to reading and writing. Its step-by-step sequence offers practice of target language as part of learning…

To work with a student in a writing center, the tutor must know his/her relation to the teacher who referred that student to the lab, his/her relation to the student who comes in for help, and, finally, his/her feelings about him/herself. (HOD)

Provides a number of nontextbook methods for teaching writing, including the use of films, art, guest speakers, newspaper articles, and student notebooks. (RL)

Describes the development of a writing program that offers diverse sources of instruction beyond the English department. (AEA)

Offers a case for the graduate assistant as superior composition teacher to the assistant professor. (RL)

Discusses length and speed, spontaneity, and discipline as the attributes that affect creative writing assignments, students' development as creative writers, and appropriate methods of teaching creative writing. (RL)

Shows how cloze procedure can be used in teaching writing as well as reading. Contains examples of cloze passages. (HTH)

Proposes a technique that will help high school and beginning college writers move from writer-based to reader-based prose through dramatic presentations. (FL)