Considers the religious aspect of literacy education. Claims that traditional academics have neglected these spiritual elements. Describes how six women, all involved in Alcoholics Anonymous, use literacy in their spiritual lives. Claims that all people use literacy to compose power in their daily lives. (HB)

Advocates that English teachers implement writing group activities as a means of maintaining a writerly lifestyle. Describes how five teachers from various kinds of schools formed a writing group and carried out its activities. Provides sample exercises and actual written responses of group members. (HB)

Provides a method for helping young poets shape their poems by arranging lines and inventing poetic patterns. Shows how using odd geometrical shapes can be used to help students determine the arrangement of words in poems and to encourage a vital interaction between the visual form and the words inside it. (HB)

Notebooks and journals can help interest students in writing. A sample activity suggests that teachers begin the year by reading a poem about notebooks then discussing school supplies and writing. Discussions can examine creative things to write on, creative word choice, creative use of notebooks, and turning favorite words into art. (SM)

Describes the pros and cons of using collaborative writing assignments in the English classroom. Gives one teacher's experiences using collaborative writing in a college prep composition course. (HB)

Suggests that children must be allowed their voices through writing. Discusses how four eighth-grade students turned life experiences into meaningful writing for the classroom. (RS)

Argues that technology necessitates that composition instructors gain the ability to shift perspectives and to look at the use of technology in composition instruction from as many disciplines as possible. Discusses some aspects of what it means to read and write in hypertext in two (normally mutually exclusive) perspectives: technology criticism…

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction. Shows how students can be taught how great narrative artists manipulate the emotions of their audiences. (HB)

Provides the responses of 10 practicing English teachers to the questions, "What is your most successful writing assignment? Or, what is your favorite stimulus for writing?" (HB)

Considers the importance of writing workshops, especially those carried on outside of traditional academic environments. Argues for the value and widespread nature of these workshops. Claims that scholars have neglected the "extracurriculum" of composition as carried out in contexts other than the academy. (HB)

Considers the recent flood of anthologies of literary criticism and theory as exemplifications of the confluence of pedagogical concerns, economics of publishing, and other historical factors. Looks specifically at how these anthologies present theory. Cites problems with their formatting theory and proposes alternative ways of organizing theory…

Describes teaching methods and techniques found to be useful by practicing teachers, including "Grammargrams on the Network"; "Students Write Responses to Reading Assignments"; "Letters to the Editor"; "How Students Learn What Critiques Are"; "The College Essay: A Collaborative Parody"; "What…

Describes what it felt like to enter the creative writing classroom as a composition specialist and the world of composition studies as a creative writer. Suggests that composition instructors rethink undergraduate writing curriculums and revise graduate education for writing teachers. (RS)

Shows how one writing instructor has moved away from traditional forms of formal prose and toward more personalized writing assignments in which students can experiment with voice. Outlines several methods of teaching writing focusing on the personal aspects of expression and form. (HB)

Outlines the various kinds of innovations in computers and telecommunications technology available to educators. Considers the everyday needs of teachers. Argues that teachers should learn to use fully any systems already available to them. (HB)