Describes an interdisciplinary, seven-week research project for sophomores at Boston University's College of Basic Studies. (DD)

Urges writing teachers to encourage revision and peer reading of drafts of papers so that students will know the processes writers go through to meet the requirements of the strangers who read what they write. (DD)

Discusses the writing teacher's role as a commentator on students' papers, a role encompassing correcting, emoting, describing, suggesting, questioning, reminding, and assigning. (DD)

Provides guidelines for teaching students to write descriptive and informative abstracts and describes the benefits of such instruction. (DD)

Presents a "Text Act" theory and model of the linguistic rules whereby writers produce and construe meaning, and suggests ways it can help students in writing themes. (DD)

States that teachers can help students overcome problems with clarity by showing them how to become more sensitive to the reader's ignorance of the writer's intentions; presents sample sentences from students' writing to illustrate writing problems that force the reader to examine the sentences a second time. (DD)

Describes how the use of primary trait scoring by composition teachers can improve students' rhetorical fluency and awareness. (DD)

Describes how an approach, limited to the reading and teaching of lyric poems, can serve as a means of opening up the world of interpretive reading to marginal readers. (DD)

Describes a technique for increasing students' concern for the merits of their papers and for their teachers' suggestions by withholding the grade each paper receives and offering the opportunity to rewrite. (DD)

Provides several research questions regarding discourse theory, which can be answered by classroom teachers of writing using their students' writing. (DD)

Suggests the value to modern students of paraphrasing and describes exercises in paraphrasing. (DD)

Argues that composition teachers should emphasize the role of audience in discourse, and suggests two ways to accomplish this. (DD)

Reports on a method for making peer evaluation of writing possible both in composition classes and in classes outside of composition. (DD)

Encourages writing teachers to use a grading system that employs checkmarks rather than letter grades to indicate whether a student paper has met the criteria established for the course. (DD)

Describes how an in-class journal was used in a college Shakespeare course to involve students in a daily communication process. (DD)