Offers four suggestions for making composition instruction more useful to the student. (HOD)

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

Describes sample essay topics from an introductory course in philosophy that can be used to engage students in values analysis, values consciousness, and values criticism. (AEA)

Describes a method for teaching writing in which a series of passages are rewritten by the student, altered by progressively difficult transformations and manipulations, as an alternative to grammar instruction. (HTH)

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

Describes the writing of the formal technical report as a project for students in technical writing courses. Includes grading criteria for such a report. (HTH)

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)

Some exercises to allow composition students to express their attitudes about writing courses and to allow instructors to keep more in touch with student apprehensions are suggested. (HTH)

Describes a technical writing class assignment in which students read reviews published in journals of their professions, emulate the style of those published reviews, and submit a review of their own to a journal. Suggests sources of new books to review and provides an annotated bibliography. (MKM)

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

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…