Argues that the challenge for writing centers to continue to be viable lies not so much in responding to changing educational demands as to continuing to meet the ongoing demand for competent writing in the academy. (NH)

Describes how the author, in his second semester freshman composition class devoted to teaching research skills, teaches students the subtleties of what to paraphrase and what to quote directly. (SR)

Describes a "build-the-box" lesson to develop a better understanding of writing useful and effective instructions. Considers how the lack of instruction with this assignment compels students to think creatively to complete the project. Concludes that many students realize the difficulty in creating easy-to-understand instructions. Enhances the…

Describes the author's experiences teaching a contextualized (content-driven) English curriculum in a vocational school, surmising that if students write about things that truly interest them (their trade areas), then writing instruction will be contextual and therefore meaningful and effective. Discusses difficulties and rewards, the variety of…

In pondering the reasons for declining standardized test scores at higher grade levels, a California high-school teacher realized that instruction may not be keeping pace with tests. A study of Chicago Public Schools found that repeated or low-level instruction in math and language arts classes was commonplace. (MLH)

Offers an interview with poet and teacher Bernadette Mayer about her poem "Sonnet," the sonnet form, and teaching poetry. Discusses her particular use of the sonnet and how it adheres to and breaks the standard rules of that poetry style. (SR)

This article describes implementation of the Self-Regulated Strategy Development (SRSD) approach to help students learn a specific essay writing strategy in preparation for a state writing test. It also reviews the theoretical and research bases for using SRSD to teaching writing strategies. (Contains references.) (DB)

Describes how the author, when teaching dream poems and poem writing to older kids, uses Margaret Atwood's "Dreams of the Animals" to extend the discussion about dreaming and have the children think about dreams that have little to do with their own. Includes examples of students' poems about animal dreams. (SR)

Describes the author's experience teaching poetry to a fourth-grade class, and how an inspired moment from one student (improvising a poem about an imagined hairstyle of poet Federico Garcia Lorca) led the entire class on a journey of inspiration. Looks at the route to that place of "inspired rightness." (SR)

Claims personal narrative essays, although controversial, touch a unique chord in listeners and in readers. Suggest incorporating critical thinking and modeling by the instructor into personal narrative essay assignments. (NH)

Argues a need to reposition Writing Across the Curriculum (WAC) theory. Examines current myths about WAC. Discusses what WAC is, what it does, and what it can become. (NH)

Explores the convergence between projects in ethnographic research and composition pedagogy that emphasize the critical power of experience. Argues that critical ethnography and pedagogy need to redefine "experience" and its function for research and teaching and that composition can help this redefinition by looking for ways to build…

Notes that the process of electronic conferencing can result in activity not readily apparent as leading to productive writing behaviors, which reintroduces the tension between process and product into composition studies. Argues for a broader notion of writing and urges attention to the transformative power of electronic conferencing to enable…

Describes a report-writing assignment that uses business letters to bridge the gap between letters and reports. Notes that in the letter writing unit, students learn to apply the principles of good business writing to various types of letters; and in the report-writing unit, students learn the reporting process (planning, data gathering, analysis,…

Techniques used by a college teacher of developmental English include discussing reading as an experience, developing students' observation skills, having students read work aloud and illustrate their work, and producing a book of students' writings. (SK)