Reports how the use of microcomputers in a writing class helped change students' writing behaviors, created a writing community, caused the teacher to learn along with the students, and helped marginal writers improve. (SRT)

Outlines the histories of the dominant theoretical views of the composing process including the expressive view, the cognitive view, and the social view. Argues that claims for making composition a true academic discipline must be based on a conception of process broader than any of these three views. (SRT)

Discusses film-oriented writing classes as a way of expanding student vocabularies and illustrating such literary devices as metaphor, irony, and imagery. Offers guidelines for writing instructors wishing to add films to a course plan, using "King Kong,""The Godfather," and "One Flew Over the Cuckoo's Nest" as examples. (DMM)

Suggests that teachers who draw on literature as they engage children in the writing process provide a rich and reliable source of knowledge. (DF)

Points out the difficulty in judging a student's writing ability on the basis of one piece of writing. Suggests alternative evaluation procedures. (EL)

Argues that as long as classroom grammar is couched in vague or technical terms, it is not "basic" enough to help students with genuine literacy problems. Discusses how the grammar of students' speech can be sufficient for students' writing when properly brought to their conscious attention. (HTH)

States essential principles in the teaching of writing, prepared by the Commission on Composition of the National Council of Teachers of English. (HTH)

Indicates that English faculty are discovering the value of computers for student writers through the use of word processing systems with dictionary and editorial functions. Discusses benefits, program building, and faculty and administrator involvement, as well as appropriate software and the place of microcomputers in writing centers. (DMM)

Defines the concept of cynicism and explores issues concerning the role of the cynic in rhetoric, the rhetorical payoff of a cynical ethos, and the function of cynical remarks in rhetorical strategies. (EL)

A satisfying assignment for college freshman composition classes is to send students out to interview working writers in the college community. (HOD)

Offers half a dozen methods for "publishing" or sharing students' written work. These include reader's theatre for students' poetry, medieval manuscript illumination, and computer graphics. (HTH)

Discusses the benefits of using word processing software to motivate student writers. Briefly describes computer programs that assist students during the composing process. (AEA)

Freshman composition students wrote five arguments according to specifications and created a metaphor to significantly support each argument. Fifty-four pairs of metaphor and no metaphor papers were rated. Results showed that student-produced metaphors did not increase argument persuasiveness, but quoted metaphors from published sources did.…

Presents a systematic procedure and leading questions to make communication among faculty colleagues in various disciplines more manageable. (HTH)

Describes an approach to composition instruction in which the students are given a body of real or fictional evidence about a particular case and asked to interpret or explain it by means of a closely-reasoned argument. (HTH)