Outlines a project designed to develop and extend the writing of 10- and 11-year-old students that utilized an interdisciplinary thematic approach and emphasized writing within meaningful contexts. The unit, which linked the study of color with Bible study, incorporated the strategies of conferencing and drafting. (SKC)

Notes that recent work in argumentation has emphasized social and disciplinary influences on argumentative discourse, that rhetoricians have also been debating the role of good reasons in argument, and that the informal logic movement has shown increasing awareness of the rhetorical dimensions of argument. (SKC)

Claims that by being open to the French (feminist) theories of Julia Kristeva, Luce Irigaray, and Helene Cixous, teachers of composition, male and female, might actually engender new textual and pedagogical strategies within the field and beyond. (ARH)

Describes and reviews "systeme-D," a foreign language microcomputer software package that provides support for composition writing in French. The software's pedagogical philosophy, programming, usability, technical ease, teaching use, intended audience, learning use, and related research are discussed. (CB)

The article suggests ways to look at writing samples of reading disabled students to identify problem types, outlines cognitive processes needed in written language production, and gives an example of instructional intervention with a reading disabled high school student. (DB)

Indicates that, on the first task, both the dyadic rewriting group and the individual writing group significantly outperformed the individual rewriting group on a communication score. Finds that the ordering of means on this measure (from highest to lowest) was individual rewriters, dyadic rewriters, then writing individuals. (JD)

Argues that teachers can help bring writing-for-assessment and writing-as-process into closer interplay by helping students develop their overall writing skills and learn how to adapt them to timed situations. Claims that taking advantage of the latest composition research will help teachers do this. (JD)

Describes an historical narrative assignment that stimulates students' interest in questions of rhetoric and scholarship as it requires students to combine role-playing, research, and revision. Discusses how students' role as participant/persona in writing the story prompts an intricate multiplicity of decisions as it forces them to filter data…

Teacher advisors in the Fall River (MA) public schools bridge theory and practice and merge curriculum development with staff development. They have revitalized the writing curriculum, brought freshness and excitement to teaching, and raised the quality of student writing. Their approach is described. (MT)

Four teachers discuss using the word processor to (1) teach writing, (2) help students with dyslexia, and (3) access an information retrieval service for research papers, as well as for other classroom purposes. (EL)

Describes a collaborative exercise based on the interview that provides practice in four areas: approaching writing as a process, group collaboration, writing for an audience not limited to the teachers, and publication. (HTH)

Proposes a formula that can be used in hiring members of an English department. (FL)

Suggests a method of tapping students' visual literacy to reach four interconnected pedagogical aims by using a brief film segment in conjunction with a series of writings tasks. Offers two additional incentives regarding teacher's knowledge of film and the necessary element of play to keep students engaged. (JK)

Uses Grimm's fairy tales to teach students how to read critically for appropriate quotations and proper stylistics for including them in writing. (HTH)

Describes the development process behind a technical communication course that stresses effective communication to high school seniors in vocational programs. The course is a pilot project of the Great Oaks Joint Vocational School District in Cincinnati. (CH)