Recounts a childhood experience that helped develop a sense of delight in an author's choice of diction. (EL)

Discusses the benefits of a source of guidance for teachers: language arts research. Explores an authentic classroom experience using a socio-psycholinguistic theoretical orientation and an ethnographic approach to research. (EL)

Four contributors discuss bringing real heroes into the classroom perceiving the value of unsung heroes and recognizing heroic qualities in students and in ordinary people. (EL)

Maintains that the unfettered process approach to writing instruction has been just as artificial as the traditional skill training approach and that students need structure, models to practice from, and improvement of mechanical skills, as well as time to think through their ideas, to revise them, and to write for real audiences. (EL)

Presents a humorous account of possible dissertation topic and its rejection. (EL)

Makes suggestions for people planning to sponsor or speak at conferences devoted to writing. (EL)

Advocates using unassigned, student-generated topics for writing assignments. (EL)

Recounts a study conducted to determine (1) the degree to which writing as punishment exists, (2) the attitudes of English teachers toward the practice, (3) the frequency of its use, (4) the types of assignments, (5) the types of writing, and (6) reasons for the assignments. (EL)

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

Reports findings of a study conducted to determine whether the amount of training and experience readers have had in using a particular grading scale correlates with their judgments about the quality of an essay, and whether the amount of training and experience affects the consistencies of their judgments. (EL)

Points out the difficulty in judging a student's writing ability on the basis of one piece of writing. Suggests alternative evaluation procedures. (EL)

States that incorporating a short poetry or drama unit in a composition course can stimulate both students and teachers and that the benefits include more creative thinking, better attitudes toward writing and assignments, and sharpened revision skills. (EL)

Advocates demonstrating writing as a teaching method and compares it to teaching skiing and pottery. (EL)

Suggests ways for English teachers to use their time more efficiently that include finding a quiet place at school to work, working after school, using a grade-scanner, sharing materials with other teachers, and making lists of tasks arranged in order of importance. (EL)

Lists texts designed for more restricted uses than the typical day-by-day composition text. Textbook topics include sentence combining practice, book report writing, a writing course for ESL students, and supplemental materials for writing instruction. (EL)