Describes the process of tailoring written and oral communication curricula to particular occupations. Uses a course adapted for an environmental health program to illustrate the process. (JAD)

Presents the suggestions of seven contributors concerning ways to publish student writing, including: school magazines, community involvement projects requiring written communication, reproduction and dissemination of students' work within the school's library system, contributions to commercial literary magazines, and "public" readings of…

Offers a step-by-step guide to teaching elementary school children conventions such as punctuation, spelling, and grammar and includes a sample minilesson and 10 tips for teachers. An interview with author Donald Graves answers questions about teaching writing. (SM)

Offers a new perspective on teaching literature and the primacy of language in a discussion of how one teacher uses Garrison Keillor's "Lake Wobegon Days" in the English classroom. Focuses on Keillor's satire of religious intolerance. Demonstrates the need for an "informed tolerance" in the field of English studies. (HB)

Interviews Charles Bazerman about his new book, "Involved: Writing for College," and his interest in Writing In Disciplines (as opposed to Writing Across the Curriculum), which investigates what purpose writing serves in college disciplines such as the "hard sciences" and the social sciences. Discusses Bazerman's vision of what…

Reports on a course at Princeton University that aims to cross the disciplinary divisions between the sciences and the humanities. Reviews the course history, which suggests that the difficulties in learning and teaching science derive not from intrinsic characteristics of science but from scientific rhetoric and pedagogy. (TB)

Offers a critical examination of what benefits may be expected to accrue both for the field of English and for teaching and scholarship now that certain critical approaches, such as feminism, deconstruction, and new historicism, have made their indelible mark. Questions the virtue in the field's direction toward ever-expanding disciplinary…

Presents five lessons designed to use art to inspire students to write. Notes that students can gain a certain focus from art but that they can also veer toward writing shapeless, rambling stories that fail to create pictures in the reader's mind. (RS)

Advocates the use of a portfolio approach to teaching business writing. Describes how a semester portfolio can be prepared by the student. Gives guidelines for the portfolio, suggestions for portfolio evaluation, and the benefits of such an approach. (HB)

Outlines procedures that teachers can use to discourage plagiarism and deal with instances of plagiarism by their students. Teachers should discuss the subject of plagiarism with their students, instruct them in the proper way to quote the work of others, check the authenticity of students' written work, and carefully confront students in…

Describes several basic writing research projects that reported results in the 1990's. Discusses the role of gender, the needs of special student populations, the influence of technology, and the importance of various testing and teaching strategies in writing programs. (16 references) (MAB)

Presents an interview with Australian novelist and short story writer Peter Carey. Discusses why he left Australia, teaching in the United States, the writing processes behind his various publications, and translations of his work into other languages. (RS)

Argues that careful structure of a writing program enhances the writing of all the students in the classroom. Suggests that the structure should value the learner as well as the writing process. Notes that program components contain issues such as time allocation, topic selection, importance of the process, the instructor's role, and the need for…

Continues an exchange begun with the authors' April 1991 article in the same journal about a writers' workshop in one author's elementary school classroom. Describes her continuing process of questioning and strengthening a workshop approach to writing instruction. (SR)

Discusses three problem areas that frequently develop when process writing is implemented in the classroom. Discusses problematic practices and suggests positive alternatives. (SR)