Offers suggestions on ways to introduce a workshop audience (of faculty, teaching assistants, or new composition instructors) to composing as women. Discusses classroom structure, teaching the composing process, the rhetorical situation, designing writing assignments, teaching expository form, using peer review groups, responding to drafts,…

Presents a title-writing exercise which can be completed in class in 20 to 30 minutes. Asserts that the exercise works for many writers as a strategy for focusing and developing. (PRA)

Notes that, although writing instruction is appropriate, students need to have the opportunity to practice daily what they have learned. Discusses a number of ways teachers can developmentally influence students' processes of becoming good writers. Suggests that motivational activities that create, build, evaluate, and edit writing help students…

Explores how asking students to abstract a theme statement from a literary text as a main reading objective can actually disempower students' reading experience. Bases the claims on original research on how 288 readers read a short story. Considers how teachers might more profitably talk about theme. (HB)

Describes successful teaching tips for writing instruction from six teachers. (SR)

Describes two writing assignments for basic writers (synthesizing influences from Mike Rose and David Bartholomae) in which students perform complex thinking and writing tasks while writing about their own experiences and those of fictional characters similar to themselves. (SR)

Discusses the absence of adolescent literature in Advanced Placement (AP) English classes. Describes how a class of AP students and their teacher benefited from reading Robert Cormier's "The Chocolate War." (PRA)

Describes a writing assignment (designed as an alternative to a traditional literary analysis paper) for a sophomore-level introduction to short story course, in which students assemble their own thematic anthology of short stories with introduction, headnotes, and annotated bibliography. (SR)

Argues that writing instruction should lead student writers to find their voice in their writing and that this will only happen if they write often for personal purposes and personal expression. (SR)

Discusses five forms of traditional oral poetry from around the world which not only provide a window into the cultures that nourish them, but inspire students to perform poetry, both their own and that from literature. Offers examples of each form, and presents writing exercises and ideas for students. (SR)

Describes a project for middle school librarians to use to motivate students to read for pleasure. Explains activities based on the idea of a mystery at the school, and describes how clues were developed and linked to books in certain genres that students had to read. (LRW)

Describes an assignment on writing instructions for the author's introductory sophomore-level business communication classes: a one-day instruction-writing activity that requires students to teach themselves. Describes the preparation and rationale for this activity, and includes the memo that directs students as they teach themselves during the…

Describes one teacher's three-step process for teaching introductory-level business writing students how to tap the Internet's job search resources. (SR)

Outlines a night adventure--a poetry hike for a junior high class. Discusses the group poem they worked on and gives examples of poems students produced after listening to readings of several poets' ideas and expressions of "night." (PA)

Describes an approach that can be used in a business communication course to help students identify some of the complex issues affecting in-house writing. Presents student responses to a writing assignment involving writing non-routine requests (bad news memos) to subordinates. (SG)