Argues that evaluating electronic versions of students' writing saves time and makes grading easier. Explains how the author uses custom-designed macros to provide comments and guidance to students with more elaboration than is possible by writing comments on the margins of the papers. (PA)

States that, although journalism and English composition are the two academic areas devoted to teaching writing and are closely linked, there has been little exchange of information between them. Proposes identifying who teaches journalism in secondary schools and why, and explores ways in which these secondary teachers are building bridges…

Describes how one teacher used journal writing with student writers. Discusses the reasons for using student journals and claims that journal use is most effective when the teacher's objectives and expectations are thoroughly examined. (HB)

Describes how a teacher of adult literacy uses group poetry writing with her students to enhance language and critical skills. (SR)

Reports on teaching strategies that strengthen students' reading skills in identifying how autobiographical writers signal specific purposes. Notes that students benefit from making stronger links between their reading and writing. (SR)

Points out the incoherence of disciplinary assumptions within the field of composition regarding the research paper. Discusses writing technologies of the research paper, and the juncture between research and composition. Proposes that an ethnographic model would provide students with tools to work in the territory between the scientific model of…

Reviews briefly how imagery is integral to knowing and thinking, and how perception and reason do indeed reside under the same blanket. Details two college writing assignments that require writers to engage in "imaginal processes" in proportion to their verbal process. (SR)

Explores the ways a constellation of domestic metaphors has governed relationships between composition faculty and literature faculty in English departments and, further, governed the way English studies faculty have conceived their role in American universities in the 20th century. (SR)

States that students in writing response groups have to work through conflicting sets of role expectations, one connected to response to writing in general, the other created by the unequal power relations in classrooms. Discusses how students manage to juggle the demands of conflicting roles and how teachers can guide them to do so productively.…

Discusses a writing assignment in a business writing class in which students write business letters that meet legitimate needs and will be mailed to the addressee. (SR)

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

This article proposes that within the discipline of logic, college students can learn the important elements of persuasive writing. Characteristics of and distinctions between deductive and inductive logic are outlined, and the appropriateness and usefulness of each for different kinds of persuasion are discussed. (MSE)

Tells the story of Michael, an 18-year-old at-risk high school student who gradually transformed himself into an active learner with self-confidence and self-acceptance. Describes his teacher's befuddlement, and how the teacher learned from him to quit teaching and to begin coaching, guiding, challenging, listening, sharing, and giving students…

Considers the relationship of antifoundationalist theory to writing instruction. Questions the basic premises of antifoundationalist theory. Considers ways of relating knowledge to the material world via language, drawing upon the work of Donald Davidson. Explores the use of philosophy in composition theory. (HB)

Explains a descriptive analysis exercise based on Chapter 99 of "Moby Dick." Notes that students are given a description of a coin, asked to draw the coin, and then freewrite about what they and their classmates have drawn. States that the exercise is intended to illustrate the relationship between objective and subjective description.…