Describes guidelines used in a unit devoted to legal issues in a business communication class. Teaches students how to avoid legal liability in their writing by choosing words carefully, avoiding words with negative connotations, preferring language with positive or neutral connotations, drawing conclusions carefully, writing with precision, and…

Explores a powerful, complex novel full of extraordinary prose and very appealing to students: "MotherTongue" by Demetria Martinez. Describes several intriguing avenues the work offers for teaching both stylistically and thematically: politics, use of multiple genres, point of view, and prose. (SR)

Describes a successful approach used by the author in "Composition and Literature" courses which teaches students to write in a relaxed manner about material unnatural to them (literary texts). Describes focusing on communicating to a generally ignorant reader who is knowledgeable about the work. Argues that papers became clearer as the semester…

Analyzes the ways three postcolonial feminists open up the workings of representation such that participants are no longer disposed in the classical tradition but are rather "beside themselves." Analyzes changes in concepts of ethos and audience under the historical conditions of postcoloniality. Attends to the ways teachers and students…

Suggests that, as more students gain access to the Internet and learn to write in electronic environments, literacy researchers in computers and composition need to study the discursive practices of these students outside the classroom in relation to the classroom. Explores the emergence of a lesbian, bisexual, and gay youth cyberculture as an…

Explores the notion of computer access for composition students. Focuses on the need for a more complex understanding of access, given the real conditions under which students write. Notes that analyzing the issue requires attention to traditional configurations of class and ownership and to the ways that current and ever-changing student working…

Discusses "teacher-texts" written by composition specialists who identify themselves as teacher/researchers for, presumably, a similar audience. States these texts-model approaches to the literacy classroom are based on reflection, practice, and analysis, but also are a way of representing the classroom in terms of theoretical and/or…

Discusses 10 often-asked questions regarding writing and young children, synthesizing current research on developmental writing stages, information from experienced classroom teachers, and observations from a variety of early childhood settings. (SR)

Presents 13 short descriptions from 13 different English teachers describing the most effective writing assignment they have ever given. (SR)

Proposes a turn toward "social-process rhetorical inquiry" in composition, a turn that requires further pedagogical adaptations of cultural studies methodologies in writing classrooms. Notes that the social-process heuristic is based on a cyclical model of writing processes, a model comprising cultural production, contextual…

Argues that the solution to underachievement in mathematics lies in explicit teaching of non-narrative genres and a recognition of a mathematical tradition that lies outside of individual authorship. (Author/JL)

Describes program alternatives in science for students with learning disabilities and their implications for reading and writing. Reviews opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to read-dependent science programs. Presents an…

Describes the writer's experiences teaching American business writing in Russia and attempting to find documents for comparison of Russian and American approaches to business communication. Finds that the most documents common in the United States are rare or nonexistent in Russia; there, documents exist largely to show to officials rather than to…

Describes a longitudinal study of third graders experiencing a writing and revision program by following them through high school, interviewing them again in sixth, eighth, tenth, and twelfth grades. Reveals some important steps all teachers must take to achieve a balance between structure and freedom in the writing curriculum. (SG)

Describes reasons for resisting computer editing tests and suggests possible problems with using only directed student self-placement in open access institutions. Presents a sample student profile to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation.…