Recounts how a teacher strove to give her remedial writing students a sense of self-worth as a prerequisite to improve their writing. (JL)

Outlines a procedure to help students revise their writing. (JL)

Indicates that science educators should help students perfect the ability to communicate in technical and scientific areas, focusing on the need for writing skills in science and offering suggestions for skill building. (Author/JN)

Reports the results of a study that revealed that the instructional activities that precede writing are more important to student improvement than longer comments on the writing itself. (JL)

Describes the development of the doctoral program in basic composition and rhetoric at the University of Louisville (Kentucky). Discusses the general theory for training basic writing teachers, the kinds of practical experiences they should have, and the course requirements. Includes a bibliography of texts for basic writing teachers. (HTH)

Describes the instruction for basic teachers at Ohio's Findlay College. Discusses course materials and the training of writing assistants and current faculty members. (HTH)

Points out the problems in designing and evaluating research on writing courses. (JL)

Relates cognitive psychologist William G. Perry's idea that most students undergo radical change during their college years to the teaching of freshman composition. (JL)

Points out that teaching writing with a process style and conducting in-class research may be inherently incompatible activities. (JL)

Relates one teacher's experiences while teaching literature and composition to prison inmates. (HOD)

Examines the appropriateness of the second-language teaching/learning model when applied to college-level first-language writing instruction. (RL)

Examines the personal writing method proposed by Ken Macrorie and explains how it can help students conceptualize and form generalizations that extend their personal reminiscences into more objective expository writing. (HTH)

Relates composition to the philosophy of Taoism as performing an activity instinctively and with ease. Illustrates the relationship with examples of students' reactions to particular writing situations. (HTH)

Describes an English articulation program in which a college teacher evaluates the compositions of high school students and then works closely with students, English teachers, school administrators, and parents in follow-up activities. (RL)

Uses illustrations from three different editions of "The Pied Piper of Hamlin" to demonstrate that readers bring their own intepretations to a piece of literature and that writers choose a variety of words, word combinations, and comparisons to describe what they perceive. (FL)