Examines the debate between two approaches to teaching writing: imitation of classic models versus technical writing for the real world. Argues that, in either approach, a developmental sequence of assignments is paramount. Describes compromise course plan based on careers, in which students write research papers about vocations in which they are…

Argues for a rethinking of the act of writing as the creation of a work of art. Discusses the implications of how a change in view can affect the practice of teaching writing. (JC)

Criticizes theoretical schema of learning/writing processes (e.g., steps such as problem identifying, investigating, getting insights, expressing, refining, announcing, and reacting) to the actual experience of process which never fits such classifications. Cites theories of J. Dewey and F. M. Alexander to distinguish between attention to means…

Arguing that writing teachers can neither ignore the teaching of grammar nor expect it to succeed if taught in the traditional way, examines the methods, organization, exercises and terminology of the freshman English handbook, identifies problems, and suggests alternatives to helping students satisfactorily edit their papers. (JG)

A college-level, interdisciplinary psychology and composition course that emphasized understanding the human condition is described. Principles of behavior introduced in the psychology class were portrayed in action through the literature read and discussed in the English class. Students wrote their English compositions on issues raised and…

Differences and similarities between oral and written communication as applied to writing instruction are discussed with examples of divergent oral and written styles among speakers of nonstandard dialects, code switching between speech and writing, convergence and divergence in the development of writing skills, and the role of talking in writing…

Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…

Provides annotations for developmental, freshman, and advanced writing texts, as well as professional texts. Materials cited include readers, workbooks, composition and literature texts, and business and technical writing texts. Publishers' information is included. (HTH)

Examines two West Virginia writing centers and finds no significant difference in the writing quality growth of students taught by individualized instruction in writing centers and those taught by conventional classroom instruction. Finds that the writing center programs achieved the same gain at one-half the instructional cost. (RS)

Offers ideas on journal keeping that will help with the analysis of media messages. Points out that journals can help teachers gauge both their own teaching and their students' grasp of the material. (MS)

Argues that if textbooks of writing give the best theories available to teachers and teachers of writing, particularly those who see this role as subordinate to that of scholar and teacher within their area of study, the teachers must first be convinced to become philosophers of composition. (RAE)

Asserts that the advantages of word processing for business writing classes are clear. Even though a teacher confronts giving up some lecture or discussion time, the hour spent in the lab frees students from tedious recopying, provides the teacher with professional-looking papers, and permits time for more writing assignments. (RAE)

Outlines research undertaken by Sarah W. Freedman (Center for the Study of Writing) and Alex McLeod (University of London) to discover the extent to which increased interest in writing instruction and reform have affected classroom practice in the United States and the United Kingdom. (JAD)

Discusses some of the problems that arise when adult students are placed in composition classes with traditional college students. Suggests ways teachers can deal with these problems. (FL)

Explores core issues in the new higher education reform movement, such as preparing teachers to cope with diversity, and identifying appropriate content, methodology, and means of evaluating instruction and learning. (MS)