Analyzes the various circumstances under which "term paper mills" get papers written, how the assignments some instructors give may facilitate this process, and how instructors can work to inhibit the ability of their students to make use of these companies. (RS)

Describes the Polaroid Education Program. Discusses ways to incorporate instant photography and writing into a range of subject areas. (SR)

Considers how English teachers, by building a complementary relationship with the workplace, can prepare students better for success in the coming century. Focuses on ways of revolutionizing writing instruction with real world problems. Discusses three examples of real workplace projects demonstrating the notion of writing as problem solving. (HB)

Describes a folklore project for high school classes in English as a Second Language (from beginning to advanced) that focuses on family folklore and uses children's/young adult literature as models of personal experience or folk narrative to serve as catalysts for class discussion and reading/writing activities. (SR)

Describes an assignment for a business communication class that uses interviews, memos, and small group discussion to help students become aware of and appreciate international people. (SR)

Describes an assignment for a business communication course in which students develop an international training manual, presented in a written report and oral presentation. (SR)

Argues for the inclusion of a unit on visual communication in the basic course in communication. Provide suggestions for content, exercises, assignments, and resources for such a unit. (SR)

Describes a team assignment in an undergraduate report and proposal writing course in which students analyze a request for proposals. Discusses incorporating collaborative writing groups in the assignment and the grading method. (SR)

Describes a writing assignment (to be carried out while in the process of writing a research paper) in which students critique either their best or their worst sources. (SR)

Classifies the various forms that exist in a type of poetry dubbed "burstnorm" poetry, a form of lyrical poetry. Differentiates burstnorm from two other types, "plaintext" and "songmode poetry." Describes three types of burstnorm poetry: surrealistic, pluraesthetic, and language poetry. Discusses further subtypes of…

Describes how one English teacher used a method of teaching letter writing to foster students' communication and thinking skills. Outlines a method which involves students dually as both consumer complainant and company representative responding to the complaints. Claims that such a process enhances student learning. (HB)

Describes a class activity designed to play up the blurred boundary between fiction and nonfiction. Notes that students filled out Internal Revenue Service tax forms for people who might exist and that other students created biographies and autobiographies from the fictitious tax forms. (RS)

Reflects on a thematic section on "The Status of Women" taught in a freshmen writing class. Discusses the resistance of the author and students and the angered and impassioned writing that arises when texts challenge the ideologies of readers. (MG)

Defines technical writing, the importance of audience awareness, and the fog index. Analyzes examples of technical writing and tips on developing skills such as writing instructions and assembling a model. Offers assignments and projects as well as class activities. (PRA)

Describes a course that integrates individual and collaborative group assignments while requiring students to work through multiple drafting processes involving teacher and peer intervention. Outlines specific assignments. Addresses issues such as establishing collaborative groups, analyzing group dynamics and writing processes, and the role of…