The word "idea" assumed special meaning in composition studies when Stephen M. North, in "The Idea of a Writing Center," showed how an idea can evoke and ignite intense expectations and aversions surrounding literacy instruction. In particular, North lamented the "false sense of knowing" that made getting a message through (in this case, about…

Offers examples of recent work in the use of computer technology to teach writing. (Available from: Modern Learning Publishers, Inc., 6517 Liggett, Oakland, CA 94611, $14.) (AEA)

Discusses the development and rationale of "ComPost," a weekly newsletter of the Composition Program at the University of Louisville. Suggests that a vehicle like ComPost can promote the communications that contribute to accomplishing collegiality and genuine program consensus. (RS)

Suggests that the ideal relationship between the writing center and an English department's writing program is almost symbiotic, each benefiting the other and both forwarding writing as a powerful tool for writing. Describes the writing centers at Montana State University and University of Nevada, Reno. (RS)

Surveys a number of standards and assessment projects currently underway at the national level. Places these projects in historical context. Describes and distinguishes the particular foci and methods of each of the projects. (HB)

Describes the development and use of a whole-language (i.e., incorporating reading, writing, speaking, and listening) program for first through sixth graders at St. Michael School Michigan based on real book rather than elementary readers. Explains the classroom techniques used to teach various language arts. (DMM)

Programs using innovative methods to teach expository writing are described. Common approaches that these programs utilized to demystify writing--e.g., partitioning the writing task into stages, using peers to provide feedback--are examined. The article concludes with a discussion of other trends in the teaching of writing. (RM)

Describes the Coastal Georgia Writing Project, a part of the National Writing Project. Argues that more two-year college English teachers should join the National Writing Project network. (HB)

Describes an award-winning program that integrates art throughout every stage of the writing process. Suggests that the program provides an alternative pathway into writing for children with diverse learning styles. Discusses research supporting the effectiveness of the program. (RS)

Considers the benefits for kindergarten through college teachers of a two-week interdisciplinary institute called the "Truckee River Community Project." Outlines the objectives and methods of this project, which focused on an intensive study of the Truckee River of the High Sierras in Nevada. Argues for the value of the personal…

Describes the Spanish writing program at the University of Minnesota, which provides support services at the advanced level. Highlights the staff, the program structure, and the strategies used for developing students' writing. (Author/VWL)

In a time of continually shrinking budgets, first year composition programs in Canadian universities, particularly the University of Waterloo, Ontario, have proven to be vulnerable to budget cuts. In 1980, each teaching assistant had one class of about 22 students and there were over 20 tutors in the writing center. In 1992, each teaching…

Describes the letter-writing activities of a second-grade class in central Michigan and the resulting motivating effects on children's developing writing skills. (SS)

Explains that the writing center is a computerized tutoring room where high school students can get individualized help with their writing. Describes some of the activities and problems of one such center. Suggests that the center can help students learn to be good writers and become more familiar with computer technology. (SG)

Recounts the story of how the writing faculty at Washington State University successfully reclaimed their university's writing assessment program. Argues that writing teachers should be leery of assessment programs made by others, and should create their own assessment tools. (HB)