Studies the helpfulness and value of references provided on resumes. Reports the results of a study of 228 personnel managers from top American companies. Shows that job applicants should not include references but should indicate that they are prepared to provide references when requested. Notes that references are of great importance in…

Provides an annotated bibliography of all articles published in "The Journal of Technical Writing and Communication" from 1990 through 1992. Classifies articles under five headings: The Profession, Education and Pedagogy, Preparation and Presentation of Technical Information, Research and Theory in Technical Communication, and Application of…

Describes how and why writing program administrators should get involved in developing a technical communication program. Discusses one such program, in which students are prepared as technical writers to enter the profession of technical communication. Suggests how to begin and how to develop ties with the industrial community. (HB)

Describes how a writing teacher has his students write about one object in the four modes (description, narration, argumentation, and exposition) as a means of learning about writing and writing to learn. Suggests that students learn about their topics when they write about them in the four modes. (SR)

Describes and reviews a software package called "Writers Network," a writing program that contains teacher tools to minimize the difficulty in evaluating student writing and gives student tools to improve their writing. Notes that this program fosters enthusiastic interest in writing across the curriculum in teachers who might have not used…

Discusses the value of plays written for young readers, actors, and playgoers. Relates how important dramatic plays have been throughout the author's educational experience. Describes important children's literature written in the form of plays. (HB)

Describes a number of techniques used in a developmental English class. Notes that listening to colleagues in other disciplines and using writing-to-learn strategies are two ways to make a classroom successful. Suggests that these techniques can help developmental students become active listeners and readers. (SR)

Describes a utopic vision of the classroom conditions under which grades are no longer necessary. Critiques the specific practice of grading students' essays. Argues that grading student essays is not necessary to grading their performance in a given course. Shows how this can be done practically. (HB)

Describes a form of a writing course, generally called a LINK, that requires all students enrolled in it to coenroll in a content- or discipline-specific course. Outlines the pros and cons of such courses. Argues for the feasibility of this form of course, especially for beginning college students. (HB)

Discusses the problems and benefits of teaching technical writing classes in a collaborative computer classroom. Concludes that computers let students write more effectively because computers are compatible with the writing process and that teaching students to write in a collaborative computer environment prepares them for group projects and…

Describes one teacher's attitudes concerning the disappearance of the use of apostrophes for possessives not only in student writing but also professional media. Provides numerous examples of both. (HB)

Discusses the special needs of English-as-a-Second-Language (ESL) students within the context of writing laboratories. Considers the issues and options involved with training writing tutors to work with ESL students on their writing. (HB)

Provides a practical demonstration of the writing class as cultural critique. Attempts to lead students to discover the social constructedness of their experience. Demonstrates that the resourceful writing teacher can make powerful modes of demystifying analysis accessible to all students. (RS)

Alleges that creative writing can be taught and should be an important "writing" course in undergraduate writing programs. Argues for an enlarged professional approach to teaching creative writing. Challenges those who define curricula to consider the place it has in the development of young (meaning undergraduate) writers. (NH)

Argues that it is not school policy and practices, but rather American governmental and corporate mismanagement and poor policy, that have caused economic decline and growing poverty. Encourages teachers and students to use reading and writing to develop democratic voices. (SR)