Annotates books and articles that would be useful to someone who is becoming acquainted with the new rhetoric, that take note of the research and theory developed in the last two decades, and that seek a paradigm for rhetoric that will take into consideration changes in attitude and knowledge. (HOD)

When confronted with the task of teaching a six- or eight-week in-house writing program for middle managers, consultants first need to adapt to their audience, choose appropriate material for the workshops, establish credibility, and conduct an audit of the organization. (HOD)

Instead of approaching writing form as a quality essential to the finished product, it may be useful to discuss it--at least initially in the writing process--as something that emerges during writing and that can be refined during the last editing stages of the process. (HOD)

Identifies eight important generalizations about writing and children's writing. The implications of each generalization for methods of teaching written composition are described. (CM)

Describes the use of summary writing as a combined project for college reading and writing courses for basic skills students. Includes student samples and handouts. (HTH)

Discusses the shortcomings in graduate instruction in the teaching of composition and the lack of data suggesting a prototype for a full course of study. Argues that skills in literary analysis, placed in the appropriate perspective, have the strongest potential for creating the best teachers in writing. (HTH)

Reports the results of a survey undertaken to determine the nature and extent of research paper instruction in the undergraduate curriculum. (JL)

Reviews materials in the ERIC system that level criticisms at creative writing in the schools and that present suggestions for activities that promote good writing that is also creative. (HTH)

If the conference-workshop method is used to its full potential in writing instruction, a number of dialogs can be established during a semester which are mutually reinforcing, and which, because of their interpersonal nature, can help to break down egocentricity in students' first-person narratives. (RL)

Reports the results of a study in which copies of two student themes were given to university and community college composition instructors for grading. (HTH)

Describes a teaching unit designed to help students discover the interaction of writer, subject, and audience. Reviews the major types of writing used in the unit and the various audiences for whom the students wrote. (FL)

The personal comments of literary naturalist, John Burroughs, whose 60-year writing career began in the 1860s, can guide writing teachers today. Recommended techniques include literary walks, a fermentation process between contact with nature and writing about it, emphasis on clarity and truth, and keeping a journal. (NEC)

A New Jersey school district decided that, if students were to become good writers, they need a reason to want to write everyday. Reasons developed by teachers included: (1) writing to pen pals; (2) preparing booklets on class activities and interests; (3) developing a newspaper and dictionary; and (4) writing their own books of poetry, short…

Discusses four stages through which writers pass during prewriting. Offers ways of helping students pass through these stages so that they can begin to organize their writing more effectively. (RL)

Argues for the importance of applying theory to practice and reports on a study in which a teacher used process-oriented theories of writing in her classroom and found that they led students to examine their own writing processes more carefully and to become more excited about their writing. (FL)