Discusses the types of revision second-grade students conducted on their writing that, at first, were not obvious to the teacher. These include revision in an individual conference with the teacher and revising by expanding a journal entry. (HTH)

Presents an experimental resume model for English majors. Discusses sample models and a workshop designed to help English majors assess their skills, rename their traditional job experiences, and enhance their resume writing skills. Traditional and experimental resume samples are provided. (BH)

Encourages students in creative writing classes to grow as writers by following in some way the words of advice given by an older, wiser, professional writer. (CRH)

Describes five prewriting activities for courses that emphasize writing and deemphasize discussion of literature. The activities focus on organization and theme statement so that students think about every possible subject, theme, and approach. (HTH)

Describes two methods of getting students involved in relevant, business writing assignments: reaction papers to business journal articles and exercises in which communication students dictate letters to shorthand students. (AEA)

Offers a procedure for use in teaching students how to outline. (FL)

Argues that the secondary English classroom needs writing that explores women's feelings, experiences, and needs; that adolescent girls not only must have active engagements as readers with such texts, but they must also struggle to achieve the same sort of openness and exploration in their own writing. (HOD)

Describes the Writing to Read demonstration project, a computer-based system designed to develop students' reading skills through their own writing. Focuses on the participation of two Washington Catholic schools in the project, reviewing problems and positive outcomes. (DMM)

Describes various teaching models that have proven effective in teaching argumentation. (HOD)

Notes that writing teachers have responded to poststructural literary theory with a surprising calm that contrasts sharply with the bitter debate found in literary journals. Suggests that this calm is the result of a basic correspondence between poststructuralist theory and the practice of the best writing teachers. (FL)

Describes an approach to teaching classification that is based on the work of French historian of ideas Michel Foucault, whose "archaeology of knowledge" examines the workings of classifications in history. (FL)

Discusses a method that reinforces and monitors "correct" writing and editing, reviews the rhetoric for "effective" writing, and demonstrates how specific technical writing tasks fit into an engineer's everyday writing. An example of a technical writing task used in sophomore engineering classes is included. (JN)

Provides a rationale and description for adapting the student contract to lower-division technical writing classes in the community college. A copy of the learning contract and evaluation forms are included. (HTH)

Suggests the use of driving directions to help two-year college students understand how the rhetorical principles learned in freshman composition apply to technical writing, and to render the concept of "technical writing" less threatening to the uninitiated students. (HTH)

Argues that the possibility for surprise is the starting point for both effective writers and teachers and describes six elements that help create surprise: expectation, habit, ease, recognition, "pounceability," and acceptance. (MM)