Preplanned textual flaws were presented to 29 deaf students. Revision performance of the students improved over age with 15-20 year olds performing significantly more acceptable surface level revisions than 10-14 year olds. Revision performance also correlated with reading ability. (Author/DB)

The question of how language and content can be taught concurrently is addressed. A case study of summary writing suggests that a metacognitive awareness of the general requirements affects student linguistic performance. (eight references) (Author/LB)

Offers a means for writers to analyze their own texts through the construction and use of a tool--called a reader's outline--that students build from their rough drafts. Notes that the reader's outline facilitates more effective detection and diagnosis of problems and helps point the way to solutions. (SR)

Majority of middle level students should be able to comprehend texts if teachers first prepare students for learning, provide adequate support during reading, and help students expend and apply what they have read to situations outside text. Suggested techniques include using graphic organizers and pattern guides to outline narrative and…

Describes how an elementary teacher developed a daily writer's workshop. Suggestions for finding time to write include reducing use of workbooks and skillsheets, looking for redundancy in curriculum programs, concentrating on writing for a shortened period of the school year, and creating time-saving instructional strategies. (SM)

Argues that educators must periodically redefine to themselves and to the public what universities are and what they do. Suggests that educators must guard the integrity that the public has a right to expect in the classroom. Recounts some of the author's political experiences while a student and later as a writing instructor. (RS)

Describes a three-part assignment in which each student writes a complaint letter and an adjustment letter responding to another student's complaint letter. Discusses how the third part of the assignment--journal entries--allows students to formulate their own criteria for excellent letters based upon their reactions to the letters they receive.…

Describes a research assignment that enables students to recognize the context of a document, extract the document's message, and determine its usefulness. Suggests possible warm-up activities for this assignment. (MM)

Describes the first problem raised in an interactive case on communication taken from Dennis Moberg and David Caldwell's text "Interactive Cases in Organizational Behavior." Demonstrates a wrong and a right answer to this problem, and shows how the author developed writing assignments to supplement the solutions to the problems raised in…

Explores the dilemma of how a writing program administrator can educate part-time faculty, who have little practical and theoretical experience, to teach in a program dissonant with her own theoretical position, while remaining true to her ideological commitments and maintaining sound relations with her full-time colleagues. (SR)

Discusses the ideological dimensions of writing instruction software. Discusses errors and assumptions of choosing software for writing instruction. Suggests that all software decisions must be tested against the instructor's own self-conscious and informed understanding of the goals of writing instruction. (RS)

This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)

Suggests that an effective way to develop students' writing abilities is to teach writing through journalism. Discusses the successes the author has had in incorporating journalistic writing strategies into elementary and secondary English/language arts classrooms. (RS)

Describes an advanced composition course involving individual projects which encourage collaboration. Outlines the class, describes how selected students have responded to different elements of it, and comments on what the teacher has learned from it. (SR)

Discusses critical thinking: what it is, analyzing what kinds are used, deciding what critical thinking skills to develop in courses, what specific teaching practices or assignments can incorporate these skills, and the implications of teaching critical thinking. (SR)