Claims that the emerging computer technology called hypermedia offers promise in its ability to facilitate students in learning to write from multiple sources. Describes the characteristics of hypermedia, shows how it effectively fosters synthesis writing, and lists the issues that must be addressed if hypermedia is to live up to its potential.…

Considers ways in which writers use word processing packages. Analyzes the benefits and obstacles of such packages. Suggests that ease of revision can be both an advantage and a disadvantage. Observes that the limited ability to view an entire word-processed document inhibits critical reading. Argues that word processing technologies must be…

Describes a special on-site writing course for advanced learners of English working in a research and development division that addresses students' needs (acculturation and lessening of writing anxiety) through in-class contrastive analysis of semitechnical documents produced by novice nonnative speaker writers and by experienced native and…

Argues that the best journalistic prose has a claim to literature. Observes that some leading literary figures started as journalists. Identifies authors whose use of symbolic detail, interposition of narrative voice, and sensory description are particularly notable. Suggests that the challenge of teachers and students is to dare to employ similar…

Describes a writing assignment that places emphasis on objective writing, including a special focus on transitions as a way of encouraging students to give greater attention to specific details. Emphasizes the need to be objective and factual and the need for precision and accuracy. (MG)

Identifies three types of writer's block. Suggests a model using peer tutors to help blocked students overcome the problem. Discusses diagnostic considerations, tutor qualifications, and the importance of clear communication among the student, teacher, and tutor. Emphasizes the importance of relaxed relations between student and tutor. (PAA)

Provides an overview of the "social constructionist" approach to teaching composition in sociology courses. Describes a course that is team taught by the authors and is based on the social constructionist paradigm. Stresses that sociological writing is a special type of discourse that can be taught most effectively by sociologists who…

Lists and annotates 49 resources for research in the area of computer networks as vehicles for communication. Compiles sources that present research findings, pedagogical approaches, and theoretical discussions related to applications of computer-mediated communication systems--electronic mail, computer conferences, or bulletin boards. (RS)

Demonstrates a way to encourage students to take risks in their writing. (SR)

Discusses how the authors collaborated to develop a literacy curriculum, using environmental print, for a public school prekindergarten program for at-risk four year olds. (MG)

Describes a quick new academic readability estimate; ways to correct adult learners' writing errors; and high school reading programs in Ohio. (RS)

Suggests that technical writing teachers pay closer attention to how students constitute an active and demanding audience. Profiles three different, yet representative, types of technical writing students: institute of technology students, industry students, and liberal arts students. (MG)

Advanced components should be included in legal writing programs. Such a course reminds students of the potential for quality and of the centrality of writing to the practice and study of law. Benefits include better student grades and job opportunities, faculty skill improvement and inspiration, and improved program image. (MSE)

Describes the interactive teaching model used in a university classroom. Discusses the ideas and articles the teacher and students studied, class discussions, student reactions to the initial look at gender, and the ways in which students chose to use these ideas in their writing. (MG)

Describes an in-service writing project designed to teach writing across the curriculum to administrators of the Window Rock Public Schools. Lists the benefits the project will have toward the implementation of writing across the curriculum. Describes the collaborative efforts of those teaching in the project. (PRA)