Examines the problems of college graduates in business occupations who are unable to compose well-written business correspondence, and offers steps to ensure that students graduate with good writing skills. (HTH)

Reports the findings of a survey of members of the American Business Communication Association on the administration policies, course requirements, grading criteria, and staffing of business communication courses in their schools. (HTH)

Uses Thomas Kuhn's hypothesis on paradigm shifts--changes in a discipline from established models to newer ones--to examine the developing shift in writing instruction from the product-oriented to the process-oriented model. (RL)

Suggests the content and organization of semiformal training sessions for new teaching assistants in freshman composition programs. (RL)

Explains why writing is a mysterious, complex process dependent on a lifetime of experiencing, feeling, and thinking, and why English teachers should be emphasizing writing to an audience more than the learning of mechanical rules. (RL)

The coauthor of "Stack the Deck," a junior and senior high school composition program, discusses the program's philosophy and its implications for composition teachers and their students. (HTH)

Describes a reading/writing program that allowed second grade students who were poor readers to invent their own spellings for words as they wrote. Concludes that the program led students to write more, request more help with spelling, and feel better about their writing. (FL)

The sort of self-expression that is central to English teaching should be concerned with the whole self, action and sensation, reflection and speculation, and with ideas as well as with emotions. (HOD)

Describes the use of literary models, exemplified by scientific discourse and popular folk music, in a composition program. (AEA)

Describes a composition course that used the rhetoric of the printed media as a stimulus for student writing assignments. (FL)

Considers the reasons for making the rhetorical choices that constitute a writer's "voice." Examines teaching models that help students learn how to influence meaning through the rhetorical choices they make. (RL)

Describes a "focused holistic" method of writing evaluation, which considers a total piece of writing, but in terms of predefined criteria. Provides sample evaluations. (HTH)

Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Surveys materials in the ERIC system supporting the theory that children have a natural inclination to write that teachers are not taking advantage of and that offer practical suggestions to encourage writing skills and interest. (HTH)

Gives reasons for using writing projects rather than writing assignments. Offers the group project of writing pamphlets as an example of students applying knowledge from outside the classroom in developing writing and communication skills. (RL)