Discusses the Gawdy Papers, a mostly unpublished collection of family papers in the British Library consisting of over 5000 documents that cover a large period in the history of modern business writing (1509-c. 1750). Notes that they are extremely helpful in formulating tentative theories about the history of business writing. (SG)

Uses follow-up telephone calls to writing center visitors to determine whether their level of satisfaction with writing center services had remained the same over time. Indicates that when students learned of their grades, they altered their previous perceptions of their writing sessions. Suggests a seemingly positive tutoring session can result…

Notes that the reading and writing of poetry in the composition classroom asks students to participate in metacognition. Examines how writing teachers may use poetry activities to foster metalinguistic awareness as well as to meet many of the demands of the composition classroom. Contends that poetry is a missing link in an incomplete chain of…

Explains that as a modern Western concept, the notion of plagiarism is now being used as a gate-keeping device, employed chiefly against non-English writing academics. Notes that international scholars are required to write in English and that access to English creates an academic elite who may master the rhetorical patterns of English. Discusses…

Believes that a historiographic inquiry into Meridel Le Sueur's work as a teacher of writing can extend conversations about textual property that are taking place in English studies today. Concludes that "Worker Writers" stands as Le Sueur's call to working-class women and men to strengthen their communal ties, to make their lives more visible…

Examines the contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of writing in academic settings. Demonstrates that students' confidence in their writing capabilities influence their writing motivation as well as various writing outcomes in school. Offers academic implications and strategies…

Notes that using the visual arts enables students to gain better eye-hand coordination, visual representation skills, communicate ideas, and deeper understanding of the process of discovery. Considers how each of these areas contributes to the development of thinking, creating, problem solving and expressing thoughts through symbols. (SG)

Explains why and how the teaching of writing can be enhanced by using a text immersion method in which students master the machines of information as a consequence of learning to read and write. (EV)

Includes nine articles on the subject of writing and how it's taught: "Aspects of Literacy: A Statistical Viewpoint" (Chester, and Holden); "Writing the Austradon" (Moore); "What Next? Working with Novice Writers" (Kelly); "Text Analysis: A Practical Teaching Tool" (Hazell); "Different Text Types: An…

Describes using self-reflective synesthetic writing exercises (which prompt students to think metaphorically about crossed senses--taste of clouds, smell of anger, etc.) in creative writing with high school students. Notes how such writing allows a reader/teacher insights into students' lives and personalities. Includes student sample poems. (SR)

Encourages students to attempt to capture the voice of established poets in parodies. Notes that this close interaction with literature allows the students to gain a deeper appreciation and understanding of literary styles. Presents two student parodies of William Wordsworth's "I Wandered Lonely as a Cloud." (RS)

Describes 3 phases of a 12-week project to study a local park in Des Moines, Iowa, developed by 4 4th-and 5th-grade teachers for their students with an emphasis on reading and writing instruction. Suggests benefits for students and teachers. (PKP)

This bibliography cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that became available to its compilers during the period from October 2001 to December 31, 2001. (Author/VWL)

Contends that creative nonfiction is about voice. Notes that creative nonfiction teaches students the power of voice and how to modulate it. Concludes that motivation is higher to tell one's own stories than to write a lab report, analytical essay, or term paper. (PM)

Notes this special issue focuses primarily on embodied personal writing. Identifies and argues for a powerful alternative to masculinist discourse by incorporating an "embodied rhetoric" into professional discursive practices. Considers how embodied rhetoric requires gestures to the material practices of the professional group and to the quotidian…