"Process and Intention: A Bridge from Theory to Classroom" is rooted in a time when intuitive, experience-based awareness that we should "Teach Writing as a Process Not Product" (Murray 3) was bolstered by systematic research into the complexity of writing. Lots of years have passed since those days, so as a reminder, the author mentions five…

Examining media artifacts as a learning method has received little attention in human resource development (HRD) despite it being a predominate form of information and influence in popular culture. As Giroux (2002) opines, media functions as a form of public pedagogy by offering situations and contexts through which viewers can vicariously…

This essay interrogates the concept of "clarity" that has become an imperative of effective student writing. I show that clarity is neither axiomatic nor transparent, and that the clear/unclear binary that informs the identification of clarity as a goal of effective student writing is itself unstable precisely because of the ideological baggage…

The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…

Presents four short examples of writing by rural students from West Virginia, exploring situations and describing settings unknown to most city folk. (SR)

Presents a writing assignment from a class in general semantics in which students write about a personal application of general semantics. Presents a paper submitted by one student. (SR)

Discusses lighthearted writing, much of which has a serious intent as well as two highly desirable qualities: writer satisfaction and reader-appeal. Offers examples of all sorts of lighthearted writing including lighthearted writing from the classroom. (SR)

Offers an approach to teaching human sexuality that emphasizes the development and functioning of the moral imagination. (SR)

Discusses the role of poetry writing in prisons. Provides examples of poetry written by inmates from several institutions during the author's experiences as National Education Association's Writer-in-the-Prisons. (SR)

Looks at the interaction of the professional writer, the teacher, and the child that leads to the development of voice which informs poetry. Discusses poems shared with children and shares examples of children's poems written in response to poems by adult writers. Analyzes the connections between the sociocultural contexts of the professional poet…

Examines several pieces of writing (class assignments as well as writing done outside of school) by the author's 10-year-old daughter. Notes the different kinds of learning promoted in them, and maintains that school writing assignments should be as "real" as possible. (SR)

Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)

Presents five excerpts from student essays (resulting from extensive in-class coaching and computer lab time) that were based on an article from the December, 1991, issue of "English Journal." (HB)

Presents a student assignment which involves interviewing a family member and then drawing images and writing a description of their advice. Includes completed assignments from two students. (SR)

Uses students' amusing vocabulary mistakes to discuss vocabulary development. (SR)