Uses aesthetic criteria and artistic criticism to explore possible meanings in Writing to Read, a computer-based program for beginning readers. Findings based on over 25 hours of observation showed that the program's enactment frequently compromised balance. Control drowned out individuality, conformity diminished exploration opportunities, and…

Looks at the importance of valuing children's play for its contributions to writing skills. Shares the insights a teacher derives from observing children in situations where they seem to be "only playing." Reminds readers of the crucial connection between assessment and teaching that should be maintained. (MG)

Asserts that most technical writing textbooks are artificial as they do not force students to deal with writing problems in the same way as in the workplace. Maintains that technical writing instructors can provide their students with realistic writing alternatives. Discusses realistic alternatives for writing instruction and definitions. (PRA)

Focuses on how educators can teach writing well, with a particular emphasis upon revision. Discusses the prewriting stage, prewriting conferences, drafting, revision, directed revision practice, and evaluation. (MG)

Discusses writing instruction with student publications, teaching higher order thinking skills, developing a production schedule, process writing elements, and revision. (MG)

Presents an interview with James Britton, author of the book "Language and Learning." Discusses poetry and writing, revisions to his book, the relationship between teachers' classroom experiences and the writing of stories, and the practical application of research and theory. (PRA)

Describes the need for the standardization of portfolio evaluation procedures. Discusses the problems involved with evaluating portfolios at Mount Vernon High School and how interviewing students helped to provide a fuller vision of student writing for the instructors. Asserts that portfolios are more valuable when kept in the hands of writers.…

Argues that, before there can be effective criticism of advertising, people must admit that all respond to it in ways that are both pleasing and skeptical, amused and doubting, open and resisting. Discusses listening to the "other reader" and cultural criticism in the composition class. (PRA)

Discusses the problems of textbook and anthology preparation, such as accessibility and the institutionalization of composition, reviewer responses, and student attitudes. (PRA)

Discusses ways to use the author awareness approach (a sense of who wrote the story, how, and why) to teach writing. Notes that this approach improves students' reading as well as writing. (SR)

Describes the positive effect a teacher had on his son's writing by offering encouragement and interest rather than assignments and criticisms. (PRA)

Presents an edited transcript of remarks made by 13 elementary school teachers concerning their instructional practices, their personal growth and change, and the context in which that change occurred. (RS)

Presents a transcript of an interview with the British logician and philosopher Stephen Toulmin. Covers aspects of his various books. Relates his thoughts to the field of composition studies. (HB)

Describes how network television can be used to teach visual literacy in the composition classroom. Claims that television's "look" is pervasive and rhetorically powerful. Analyzes the program "Twin Peaks" as it relates to the medium's codes. Suggests how the program might be used to teach students about these codes. (HB)

Complains that, even though composition instructors beg their students to improve their writing style, much professional writing is stylistically dense and unreadable. Questions whether writing teachers can teach style or whether asking for sentence variety is useful. Criticizes the treatment of style and sentence variety in composition textbooks.…