Describes the goals of the New Standards Project, and the first Writing Calibration Workshop at the Sagamore on Lake George in New York. Asserts that the workshop experiment shows that there is enough agreement among English teachers to consider developing a system of common standards that does not depend upon a single examination. (PRA)

Describes Ellen Norman Melamed's Playwriting Project, a 15-session classroom program that requires each participating student to write and design a play, to do at least one revision of each stage of his/her work, and to submit a critical assessment of the experience at the end of the term. (PRA)

Offers a summary of a focus group discussion in which a small group of writers discuss samples of their students' work. (SR)

Considers the degree to which writing may be a therapeutic process and the degree to which teachers and administrators can or should undertake counseling roles in relation to students. Indicates where future research and discussion concerning these issues might be directed. (HB)

Questions whether teaching critical thinking skills is transferable to the task of writing, or whether critical thinking is context dependent. Demonstrates the relevance of this problem to the current composition classroom and calls for further thought, research, and experimentation concerning this issue. (HB)

Explores the relationship between mathematics instruction and writing instruction, particularly their similarity in causing student anxiety. Offers specific teaching methods for reducing writing anxiety. (HB)

Describes computer conferencing as a particularly useful alternative to traditional approaches to teaching college composition. Gives a basic outline of how an instructor might utilize computer networks to set up a composition course. (HB)

Presents an interview with Niki and Alan McCurry, who discuss the uses and features of the "Alaska Writing Program," a computer software product that can be used in writing classrooms. Explains its origins, shows how it centers on the writing process, and discusses ways of using the program in the classroom. (HB)

Provides specific writing activities to be used with seven different books in the context of both primary and intermediate grade level writing instruction. (HB)

Discusses the achievement of James Moffett in the field of language arts instruction, particularly by studying his seminal work "A Student-Centered Language Arts Curriculum, K-12," and the changes made in the 4 editions of the book from 1968 to 1992. Claims that Moffett continues to be ahead of his time in his chosen field. (HB)

Considers the complex roles encompassed in the job of college English professor, including researcher and teacher. Discusses three basic schools of writing traditions. Proposes a model of writing based on collaborative principles blurring disciplinary boundaries, resulting in intellectual property as literacy. (HB)

Outlines the emergence of the field of composition studies as a scholarly research discipline in the 1970s. Argues that the development of composition studies is part of a broader intellectual history affecting linguistics and literary studies. Describes the common themes shared by these different fields of study. (HB)

Describes how elementary teachers can set up meaningful guidelines to enhance the productivity of writing workshops. Writing workshops accommodate the idiosyncratic nature of individual writing and learning processes. They provide a highly structured environment with clear rules and procedures. The article explains how to establish classroom…

Considers how issues surrounding multicultural education are relevant to the use and role of technology in education. Discusses ways that educators are helping enhance and transform the experiences of the increasingly complex modern day classrooms through technology. (HB)

Considers risk taking as an important skill of accomplished writers. Argues that teachers often fail to notice when their students take risks in their writing. Encourages writing teachers to take such student risks into account to foster risk taking in their students' writing. (HB)