A training approach developed by Management Technology Strategies makes blue-collar employees responsible for their own learning. The adaptable system follows three phases: (1) data and design; (2) documentation; and (3) training. The organization provides trainers, tools, and resources, but employees must be proactively involved in using them.…

As part of a workplace skills program, meat processing employees wrote and produced a company newsletter that became a catalyst for change in the workplace. The project illustrates how instruction can turn into a meaningful opportunity for critical action. (SK)

Proposes that writing teachers are in need of a set of principles that would be useful in the teaching of argument or persuasive writing. Argues that behind the pedagogy of most existing approaches to argument lies a set of assumptions concerning audience, authorial intention, and evaluation that are ultimately damaging to the writing enterprise.…

Describes one teacher's insights into the fictional works, and especially the characters, created by the British novelist Jane Austen. (HB)

Describes a method for using electronic mail discussion as a heuristic in a business communication class for planning and writing business documents. (SR)

Describes how creating a poem that focuses on memory, understanding, and emotion can lead to the construction of a meditative poem. States that poetry of meditation can be modified for use in almost any writing or literature classroom environment. (PA)

The notion of critical linguistics is examined, and it is argued that the diverse objectives usually given for Language Awareness programs appear to be given desocializing weightings in actual materials. Ways that Critical Language Awareness can be incorporated into a family history writing project are described. (20 references) (Author/LB)

Describes lessons learned about writers and writing from living with a fiction writer. Discusses implications for teachers of writing. (SR)

Discusses the potential usefulness of German critical social theorist Jurgen Habermas' theoretical framework for writing teachers to use as an aid to reflecting deeply about what they practice. (SR)

Discusses Gary Tate's career as a teacher of writing and as an administrator and scholar in the field of composition. Includes questions and responses concerning pedagogy, the state of contemporary composition research, composition publishing, and the changing status of the teaching of writing. (HB)

Considers how the problems of writing centers relate to their ethos, or moral character. Advocates a way of constructing an ethos in writing centers which promotes writing response groups rather than just one-on-one peer tutoring. Argues that writing response groups engage writers in valuable ways. (HB)

Outlines five steps to simplify business writing: (1) identify the kind of communication required; (2) analyze the audience; (3) understand the function of the communication; (4) choose the best organizational pattern; and (5) use the most efficient input medium. Claims that business writing can be easy and enjoyable if students follow these…

Offers criteria for selecting software for a computer-equipped classroom/writing lab: identifying uses, versatility, and ease of use. Concludes with advice for teachers to write their own applications programs. (RS)

Suggests that continuity between composition and business/technical communication allows students to move more readily from one course to the next, while clarifying for them that writing is primarily a system of options based on analyses of situations, readers, obstacles, and goals. Explains the value of connections in pedagogy and research…

Suggests that writing teachers who believe that their role as authority and expert inhibits their students' empowerment as writers, and who deliberately shun that role, are in the process significantly affecting the way they are perceived professionally, both by clients and by peers. (RS)