Argues that college writing instructors have an ethical obligation to help students to critically examine the theoretical and philosophical underpinnings of writing in school so that the students understand how they have come to view writing and revision as punishment. (TB)

Shows how computers can be highly effective teaching tools through large visual displays in the classroom. Encourages and helps teachers to overcome their resistance to technology. (TB)

Recounts a history of the National Writing Centers Association based on the author's personal recollection and minutes, back issues of "The Writing Center Journal" and "Writing Lab Newsletter," miscellaneous correspondence, and convention proceedings and programs. Explains why the organization exists and what road led the…

Explains how a teacher used tape--pieces hanging from her hair, her desk, and student desks--to help students remember some of the principles of writing represented in the acronym TAPE: topic, audience, purpose, and elaboration. (TB)

Explores how positivism and empiricism may be distinguished in practice by examining four proposals for writing pedagogy based on behaviorist learning theory. Argues that empiricism offers a viable means of addressing what Douglas Hess has dubbed "the splendid paradox of postmodernism." Suggests several implications for empiricism in…

Touches on central arguments surrounding the debate over the expressive essay for composition instruction. Notes that a primary assumption about the expressive essay--that it is honest and truthful--remains unchallenged. Suggests that students themselves offer ways to address concerns of social constructivists while acknowledging what is valuable…

Recommends four research issues in technical communication with direct implications for both teaching and practice: using the outlining feature (offered by many word processing programs) in writing instruction; the consequences of contemporary guidelines for prose style; the psychology of intimidation and impatience in documentation; and text…

Reviews three responses to a student's use of nonstandard English: eradicationism, pluralism, and code switching. Suggests that many scholars, recognizing an option between the first and third options, fail to acknowledge the existence of the second option, which gives the language user, not the teacher, the agency in deciding which form of…

Discusses a particular reader's struggle with the need to revise his work at the request of an editor and relates it to the challenges that his students face. Lists three conditions that are necessary for him to make revisions: the presence of an outside skilled writer; someone who genuinely respects his work; and give and take. (TB)

Provides pointers for incorporating the use of metaphors, alliteration, restating of the thesis, answering questions by reiteration of the thesis, and other ideas for writing an effective conclusion in high school and college papers. (PA)

Examines complexities of the supposedly simple idea of literacy in the discourse of vocational education within the changing discourse of vocational and workplace education. Looks at two workplace educational initiatives: Secretary of Labor's Committee for Achieving Necessary Skills (SCANS); and the Northwest Workplace Basics Curriculum Management…

Notes an often-ignored important step in opinion writing: gathering facts and data to use in supporting arguments. Presents specific 50-60 minute classroom activities to help create a unit for students. Includes a lesson plan for three days, tips for writing a good editorial, and an article by Cat Kasko entitled "Forgiveness is a beautiful thing."…

Suggests that scholars interested in the gendered relations of technology examine women's use of technologies in their daily work lives. Draws on a four-year study of how eight women, first as students and then as technical communicators, used one simple rhetorical technology in their work. Suggests future research directions as well as…

Searches for examples of Authors Circles by talking with classroom teachers, surveying recent editions of this and other journals, and scanning library shelves for books on workshops and methods that incorporate student discussion with the teaching of writing. Discovers that descriptions of teacher-student conferences dominate explanations,…

Organizes instructional strategies into two sets: the first focusing on teaching editing skills, and the second on teaching writing conventions unconventionally. Considers teaching writing conventions using a social constructivist approach. Presents instructional approaches that provide a framework for helping students to express their ideas…