Sets forth the goals and format of a 12-week women's growth group that explored the issues and features common to the mother-daughter connection during the various stages of the lifecycle. Focuses on the ways in which poetry reading and writing activities were incorporated into group experiences. Describes several vignettes. (RS)

Describes a method for teaching students how to write about literature that asks students to produce numerous "parts" in one large project. Provides a basic outline and explanation of the assigned tasks. (HB)

Describes a technique in which students describe themselves through metaphors or similes and asks them to explain the comparisons they made. Discuses additions and extensions to the basic activity. Discusses a similar exercise in which students sought out poems that had a speaker that the student thought was like him/herself, and then wrote poems…

Examines student responses to four versions of the Noah's Ark tale. Finds that the second- and fourth-grade children were interested in talking about the visuals in picture books. Notes a wide range in the amount of writing children did in response to the art, and that the written products were far less skilled and spirited than the discussion.…

Describes the development of a course to teach undergraduates the historian's craft through the use of short, provocative books. Lists the books used in the course and how they were used. Discusses student writing assignments using archival materials that allow students to put their learning into practice. (DSK)

Describes how undergraduate secondary English education majors in a course on teaching writing defined and created the multigenre research paper, researching a topic and then writing a number of pieces that integrated and interpreted their findings. Notes students' enthusiasm, creativity and ownership; shows two student papers; and describes using…

Discusses having students in an undergraduate mass communication theory class create metaphors of their own relationships with mass media. Highlights literature in the field related to critical thinking and teaching methods. Describes application of the assignment. Notes that this assignment provides the professor with a means to evaluate…

Describes how, with only a basic level of computer competence, the author managed to successfully integrate computer usage into her business communication course, despite the administration's inability to provide support. Discusses what she did, why, and how. (SR)

Describes how and why the author requires at least one assignment in his business writing classes in which students write a document for the Web using an HTML editor and devoting time to audience/design considerations. (SR)

Describes an assignment required in the job search process unit of a business-communication course that uses online helpers for students to write a self-analysis that helps them to know about themselves and to know about the direction of their careers when preparing for an interview and job-related documents. (SR)

Describes two assignments that help students realize the dialectic between parts (how one part affects the understanding of all other parts) by having students create their own photographs and physical structures, combine the parts in various way, and consider (in their written papers) the difference it makes. (SR)

Reviews the debate over teachers' exercise of power and authority. Argues the need to recognize the different forms in which teachers exercise power and students achieve real agency. Analyzes the means by which pedagogical work is "capitalized." (NH)

This article focuses on a study of undergraduates writing an essay for a remedial writing course that tested two devices, an uncertainty expansion device and an uncertainty reduction device. Highlights include Kuhlthau's information search process model, and enabling technology devices for the information needs of information retrieval system…

Describes a writing program involving second/third grade students and a university language arts class. Discusses a thematic unit and associated writing activities on the themes of winter and poetry. Notes that both groups of students developed better clarity in their written work. (RS)

Describes how the author used sequenced assignments (and a range of other strategies) to engage students in genuine inquiry; to remove as much of the fear as possible from the research process; and to put the emphasis on process, not on product. (SR)