Interviews Jan Turbull about her work with writing teachers in the St. George Writing Project in Australia. (HTH)

Examines the "reform tradition" in composition teaching that stressed the importance of students' interests and experiences and that saw the writing task as based on observation, description, speaking, and listening. Notes that this tradition grew out of the social and educational reforms of the l830s and l840s and provided the basis for the early…

Reviews a survey of members of the College Section of the National Council of Teachers of English concerning their use of grading scales in the evaluation of freshman writing. Concludes that the theoretical interest in the scales is apparently not matched by their use by teachers. (FL)

Describes how Bakhtin's insights can heighten the reader's ability to experience verbal and written expression in a rich and complex way, thus serving as an anecdote to a simplified, exclusive concern with purely formal aspects of writing instruction. (EL)

Elementary school students evaluated compositions that had been written by peers, then discussed the factors upon which their rankings were based. Results indicate that the bases for evaluation fall into four categories: feelings aroused by text, responses to surface features, responses to text as understood, and responses to craftsmanship. (FL)

Describes the seminar/practicum program for teachers of basic writing at the University of Iowa. Includes the instructional sequence and the function of course journals and rationales. (HTH)

Describes the training program at Penn State University for training nontraditional composition instructors--those with no formal training in English. Evaluation of the training program indicated that students' writing neither benefited nor suffered from new teachers' lack of teaching experience, because of the effectiveness of the training they…

Discusses the binder method approach to teaching business report writing, explains its basic procedures, its organizational advantages, its time saving qualilty, and its adaptation to more than one user at different locations or different times. (EL)

Offers a description and a rationale for language experience learning, then presents an explanation of current developments and factors influencing the implementation of language experience programs. (FL)

Describes the parallels between writing in English and LOGO in planning, audience awareness, and revision and gives guidelines for making students aware of these useful ideas. (CRH)

Discusses the origins of the language across the curriculum movement and its current status in various countries. Includes a bibliography intended to help shift focus from writing across the curriculum to language across the curriculum. (HTH)

Identifies four areas concerning writing across the curriculum programs in which consensus across the campus should be sought: dealing with errors, common terminology, a process or routine for response, and enthusiasm for the effort. Includes response checklists. (HTH)

Describes the college's approach to the requirement for writing courses beyond freshman composition. The main avenues to enhancing writing across the curriculum are (1) guidelines for advanced writing courses, (2) tutoring, (3) workshops and inservice activities, and (4) liaisons among writing faculty and the program's coordinator. (HTH)

Describes a game-like writing exercise that uses the principle of "divide and conquer" to teach technical description. (PD)

Explains the Students Newspaper Advisory Program (SNAP) at the Call-Chronicle Newspapers in Pennsylvania that provides area high school school staffs the opportunity to use the Call-Chronicle's technical equipment and professional guidance to produce publications. (DF)