Examines one element of rhetorical history--the sorts of subjects teachers have assigned students and their change from objective, centripetal writing tasks to subjective, centrifugal tasks. Documents the historical evolution of rhetorical tradition. (AEW)

Describes an exercise in which journalism students were given living journalists to research and write about. (FL)

Recounts observations of a second grader's writing processes and concludes that students' enjoyment of writing should be cultivated. (DF)

Describes the kinds of difficulties experienced by less able writers and how content area teachers can help these writers produce better expository text. Provides writing activities that shift the writer's attention from language forms to language content. (SRT)

Describes a journalism writing assignment in which students compile a specialized style manual with computer and business terms. (HTH)

Recommends having students keep a reading journal on reading assignments as a way of getting them involved in reading, thinking, and discussion. (EL)

Describes a class project involving collaborative partnerships in which fifth graders wrote books for first graders. (HTH)

Suggests methods for improving the quality of essay exams when teaching literature. (DF)

Indicates how the philosophic technique known as "thought experimentation" can be used profitably by composition teachers. Provides two examples. (EL)

Describes a sequence of writing exercises that synthesizes current work on expressive discourse, learning theory, and classical exercises of the kind that are represented in Quintilian's progymnasmata. (HOD)

By focusing their attention closely on a written text, cloze passages help students learn more about how language works--the interaction of vocabulary and syntax, the influence of diction on style, the important grammatical relationships between words in a sentence, and the logical relationships between sentences in a paragraph. (HOD)

Describes a writing assignment designed to help students incorporate into a single essay Moffett's writer-subject progressions: dramatization, narration, exposition, and logical argumentation. Describes one student's progress through successive drafts to arrive at this goal, and how discussions of her draft helped the other students. (HTH)

Describes an assignment to focus students' attention on the thinking process in which students write dialogues that reproduce concretely the dialectic movement of a formal argument. Includes a more advanced exercise in which students' address the remarks of literary critics. (HTH)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

Suggests that proposal writing can benefit technical writing students by enhancing skills in using persuasion devices with technology. Presents three rhetorical structural steps (beginning, middle, and end) that reinforce a proposal writing exercise suitable for both university and business applications. (HTH)