Argues that writing teachers must assist students to be more sensitive to the finer points of writing and to the power of language to move and persuade. (HOD)

Describes students' assumptions about the nature of literature and presents teaching strategies to counter these assumptions and engage students in creative and analytical writing appropriate to a range of literature courses. (MM)

Suggests that the Tarot deck can serve as a mechanism for generating many coherent stories and that the basic elements of narrative are inherent in and arise from the structure of a Tarot reading. (HOD)

Relates one teacher's experiences while teaching literature and composition to prison inmates. (HOD)

Offers ten practical suggestions for ways two-year college English teachers can understand and work with the nontraditional student. (HOD)

A writing center derives its definition from the services it renders. (HOD)

Provides a simple scheme that allows students to see and talk about themselves as writers by listing the general characteristics of writers, including their actions, attitudes, and language. (HOD)

The most important implication of a reader response textual model for the teaching of writing is that unless students know how to read they cannot learn how to write, and unless students know how to read well they will not write well. (HOD)

Describes one approach to teaching an American literature survey course that focuses attention on authors' responses to business. (HOD)

Describes a correction system that supplements and visually reinforces teacher responses to student papers by utilizing examples from those papers and emphasizing the positive aspects of the assignments. (HOD)

Describes the planning of an English career day for high school and college students interested in being English majors that was designed to alert them about employment opportunities in business. (HOD)