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 how the author changed his pedagogical stance to address students' interests and concerns in a college composition course. Argues that this approach helps explore students' educational values and improves the quality of their writing. (MM)

Describes the author's use of John Milton's "Paradise Lost" in a college freshman composition course. Argues that focusing on significant works of imaginative literature can revitalize and reinvigorate freshman writing courses. (MM)

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan Swift's "Gulliver's…

Describes how "jigsawing," a teaching method using two types of group inquiry in sequence, is uniquely suited to the classroom analysis of literature with multiple perspectives. Outlines the procedure with examples from lessons on Judith Guest's "Ordinary People." (MM)

Relates a literature class's analysis of a work. Notes student discovery that meaning in a fantasy work resided in a matrix of the author's structuring of the text, the reader's re-creation of that structure internally, and the subsequent development of agreed upon meaning within the group. (MM)

Offers suggestions, based on own experience with a workshop focusing on graphics, in creating a technical communication workshop involving both the business and the academic community. (MM)

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)

Argues that literature classes will grow more interesting and more effective if educators coordinate two kinds of emphases: allowing for discovery and moving toward productivity. Offers four principles for developing assignments: respect the process; nourish the participants; aim for a variety of products; and reflect together on process,…

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)