Provides a rationale for using group projects as a teaching method in technical writing classes. Includes a description of such projects, materials, and funding, as well as evaluation methods and guidelines. (HTH)

Page prompts and beginning handwriting legibility were examined in a study of handwriting and teacher ratings of writing legibility. The relation of letter prompting to legibility was found to be dependent on the measure of legibility used. (Author/DF)

Describes a final exercise that gives composition students a better sense of how they have grown as writers during the semester. Students review, edit, and make conclusions on their "selected works," preparing a manuscript-like folder. (HTH)

Defends historical study and examines some of the basic information that historians of composition must have and the essential tools they must use. (FL)

Deals with ways to inspire students to write. Offers writing exercises in the form of a workshop emphasizing all phases of writing and encouraging individual initiative. (FL)

Suggests that, in selecting readings or texts for their composition students, instructors should choose the best contemporary prose, thus giving their students models by which they can improve their own writing. (MM)

Reports the results of a survey on the use of teacher produced writing in the composition class. Discusses the reasons why teachers do or do not use their own writing models. (MM)

Argues that an explanation for the long adherence by composition text writers to a patently artificial set of discourse classifications lies not so much in the historical conditions surrounding nineteenth century rhetoric as in the theoretical origins of the modes themselves. Observes that Connors' discourse aims theory disregards audience…

Examines eight major reader roles and suggests that the role the teacher assumes depends on the situation in which the writing is produced. (MM)

Discusses the experiences of students as they try to turn pictures in their head into poetry. Describes how the poetry of popular music can provide stimulus for student poetry. (HTH)

This paper critiques multiculturalism from a range of fronts and asks what underlying influence ties together its widespread criticisms. In naming this principal influence, the paper considers what new paths are possible for reinventing the multicultural in composition studies. In addition, and most importantly, it asks what difference could such…

Critical pedagogy is fundamentally and ultimately linked with critical literacy. There can be no liberation of self or other without tools or language to perform counter-readings of dominant texts that serve the interests of power. Paulo Freire and Donaldo Macedo's work has, for some time, been a cornerstone for critical literacy, a model of…

John S. O'Connor offers exciting new approaches to teaching poetry in middle school and high school classrooms with more than 25 high-interest activities designed to sharpen students' writing and self-understanding and heighten their awareness of the world around them. In the process, he demystifies poetry for teachers and students by using…

Multiculturalism has emphasized the difficulty in valuing "unity" given diversities of gender, class, culture, and ethnicity, and has illustrated how a desire for unity can function to routinize and standardize the teaching of writing into an object of safe consumption. Writing teachers should be wary of asking students to identify…

In "Rhetoric, Discovery and Change" (1970), R. Young, A. Becker, and K. Pike took Carl Rogers' empathetic approach out of the context of one-on-one therapy and put it into the writing classroom. They proposed the now standard formulaic structure of argumentation which emphasizes a strong thesis up front, a detailed account of the…