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)

Reviews briefly how imagery is integral to knowing and thinking, and how perception and reason do indeed reside under the same blanket. Details two college writing assignments that require writers to engage in "imaginal processes" in proportion to their verbal process. (SR)

Examines the writing assignments and instruction in 30 introductory literature textbooks. Finds three types of writing assignments: the "ever popular" critical paper, the expressive paper, and the literary paper. Presents excerpts of student papers to demonstrate that writing on expressive and literary topics can help students see the…

Suggests that awkwardness in writing (like good writing) is an interactive nexus of writer, text, and reader and is a matter of subjective judgment. Argues that awkwardness in student writing is a positive sign of a writer's grappling with language complexity. Concludes that awkwardness is rhetorically motivated and therefore complex but…

Argues that writing teachers must create an organic curriculum with the language of home and community at its core. Suggests that writing teachers help students examine language features, dialects, and language attitudes in their communities. Notes that such student inquiry influences class discussions and can reshape attitudes toward students'…