Provides some historical sense of how the writing process/writing product antithesis developed. (HOD)

Discusses the paradox surrounding freshman English--the recurring tension between, on the one hand, English teachers' desire to make the course teachable and respectable by grounding it in some discipline, and, on the other hand, their attempts to fulfill their supposed responsibility to the culture at large by improving the level of students'…

Explains the use of templates in teaching developmental writing students about the physical structure of the traditional expository paragraph. The template approach offers a space corresponding to a 150-word paragraph with structural suggestions in the margins (e.g., Do you have a strong opening sentence? Do you need a transition?). (DMM)

Describes three methods used by researchers to elicit original metaphors and similes: structured tasks using poetry ideas, definitions and models, and supporting the thesis of a paper. (CRH)

Describes how poster sessions such as those used for conference presentations have been adapted to an intensive English for Specific Purposes program at the Graduate School Language Center in Beijing, People's Republic of China. These are used for training Chinese scientists to go abroad for further study and research in English-speaking…

Surveys more than 100 "authorities"--writing researchers or officials of the National Writing Project--to determine what they believe teachers should be doing in the writing classroom. (FL)

Describes a writing assignment that leads students to see the complexities of cause and effect relationships by having them analyze a complicated court case and decide who is right and who is wrong in the case. (FL)

Describes the use of small writing groups in an advanced expository writing class and why the approach works. Includes a course syllabus. (HTH)

Explains how to implement and use a peer editing program. (FL)

Advises faculty editors to have a written set of guidelines for all materials submitted to a literary magazine to avoid alienating contributors. (CRH)

Examines some of the variables that have been found to affect topic choice and writing performance in writing assessment. (FL)

Chronicles the development of holistic evaluation in English testing, defines the term and others associated with it, and suggests the central reasons for its use. Discusses some of the problems and disadvantages of this powerful and generally positive approach to student writing evaluation. (HTH)

Presents specific practical suggestions about evaluating and selecting word processing programs and text editing programs for students learning to write on microcomputers. (CRH)

Defines metadiscourse, writing about writing, and examines specific kinds of metadiscourse researchers identify, such as text connectives, illocution and validity markers, narrators, and commentary. (HTH)

Describes the results of a rhetoric assignment in which first-year college students were asked to write a paper using "Grammar B," a style that makes use of sentence fragments, convoluted sentences, word repetitions, and odd orthographic devices and eliminates transitions between divisions of material. Concludes that students found the…