Presents a rationale for organizing a writing course around a feminist perspective and provides course outlines with appropriate readings and writing activities. (HTH)

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)

Offers a humorous strategy for enlivening composition courses that involves having the students emulate Andy Rooney's writing style. (NKA)

Examines the discrepancy between writing ability in composition classes and poor writing in other classes and suggests exercises that will better prepare composition students for the writing that will be required of them in other courses and in their careers. (HTH)

Presents a more practical orientation for the composition classroom that would allow technical students to demonstrate and improve competency in the realm of technical employment while at the same time improving their written communication skills. (HTH)

Indicates how the philosophic technique known as "thought experimentation" can be used profitably by composition teachers. Provides two examples. (EL)

Suggests that to learn the effective facets of style in technical writing, students should read Walter Miller's "What Can the Technical Writer of the Past Teach the Technical Writer of Today?" in which the styles of 12 outstanding technical writers are analyzed, and examples of the various stylistic techniques of each writer are cited.…

Discusses how to teach a first-year composition course, expository writing, required of most students at Rensselaer Polytechnic. Considers how to motivate students and help them to see connections between writing and their technical work. Offers various techniques for getting the students to write comfortably. (PA)

Explains reasons for eliminating the requirement of "personal" writing from the curriculum in adult classes. (EL)

Reading, vocabulary enlargement, and the cause and effect essay are stressed as activities students can pursue on their own to improve their writing. (HTH)

Explains why instructors need to make report writing an integral part of courses in business and technical writing. Discusses the advantage of group projects on campus-related issues. (EL)

Argues that careful assignment scaffolding combined with substantial training and ample opportunities for peer collaboration can make response groups a highly successful classroom practice. Describes what happened when some inexperienced students participated in peer response groups. Describes revisions that students made in their writing. (TB)

Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

Compares formal writing (analytical essays) and informal writing (short answer workbook-type exercises identifying main themes and ideas) as part of English-as-a-Second-Language reading education. Examines informal and formal writing assignments given to groups of students of comparable reading ability. Shows that formal writing did more to…

Addresses both pedagogical and logistical concerns and objections to writing-across-the-curriculum programs in introductory content-area courses. Explains how instructors may use writing to help students master course content and how instructors can create a classroom structure to ease the pressure on themselves to respond to student drafts. (TB)