A teacher of creative writing discusses some of the problems students encounter in writing fiction and suggests the teacher's role is to provide a stimulating climate. (RB)

Examines the results of a team teaching approach used in a freshman English literature course at Rutgers College. (RB)

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)

Argues that it is not enough to teach students the techniques of interpreting literature, but that it is necessary to demand that students develop cultural literacy. States that college teachers need to show students that they too read literature for its bearing on the common life. (MM)

Urges English teachers to discover new and ever more creative uses of computer and electronic technologies rather than fight their development. (MM)

Argues that a liberal arts education can be an agent for reunification--a means of seeing science, math, philosophy, and the social sciences, as well as the arts, as all part of the human experience. (MM)

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

To work with a student in a writing center, the tutor must know his/her relation to the teacher who referred that student to the lab, his/her relation to the student who comes in for help, and, finally, his/her feelings about him/herself. (HOD)

Suggests two methods by which the graduate student tutor may deal with some of the problematic situations created by his/her being neither exactly a student nor quite yet a professional. (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)