Argues that composition teachers should teach students to raise and define questions. (RB)

Explains how peer writing tutors not only help their fellow students, but can also learn a great deal themselves about grammar and mechanics, information processing, marking papers, audience awareness, and problem-solving strategies. (ARH)

Claims that self-evaluation instruments strengthen students' ability to evaluate their own writing and improve writing instruction. Argues that self-evaluation exercises should (1) help students evaluate their writing, (2) demystify teachers' grades, (3) encourage students' awareness as writers, (4) require written responses from student, and (5)…

Suggests ways to help students move beyond rewriting to revising, including situational analysis and peer evaluation. Provides a worksheet on generating ideas, guidelines for evaluation, questions for peer evaluation, and a sample research article assignment. (MM)

Includes five teaching suggestions: "From Marvell to Tennyson to Eliot: Or Are You a Prufrock or a Ulysses?" by Bill Shaw; "Attendance and Contact Records," by Kaye E. White; "Viewer Mail," by Paul Hunter; "Electronic Journal," by James W. Smith; "Responding to a Need-for-Advice Question," by John Hutchens. (RAE)

Suggests that students keep writing logs (a record of problems and solutions, techniques, and strategies) as a way to develop conscious control of their writing processes. (RAE)

Examines Sherlock Holmes's reasoning processes and approaches to problem solving and applies his seven principles to students to help them with problem solving. (HTH)

Discusses how reader response techniques, by bringing students together into interpretive communities, encourage students' real interactions with literary texts, and foster greater awareness of audience. (SR)

Discusses briefly some ways professional writers create fine titles, using allusions, puns, rhyme, alliteration, and paradox. (SR)

Describes an "improvement gauge": a cumulative chart providing a numerical analytic comparison of student and teacher evaluations for every graded writing assignment. Maintains that its use improves teacher effectiveness, grading efficiency, student/teacher conference productivity, and student reflection on writing strengths and weaknesses. (SR)

In "The English Patient: English Grammar and teaching in the Twentieth Century", Hudson and Walmsley (2005) contend that the decline of grammar in schools was linked to a similar decline in English universities, where no serious research or teaching on English grammar took place. This article argues that such a decline was due not only to a lack…

This quarterly journal reviews trade books, textbooks, and reference works in the pure and applied sciences for students in the elementary schools, in secondary school and in the first two years of college. Included are selected advanced and professional books useful for reference by students and faculty members. Annotations are listed in order of…

This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to language teaching of one experienced and one novice English language teacher. Areas where observed practices converged with or diverged from stated beliefs are explored and discussed with reference to factors which might…

This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a "professional knowledge landscape" [Clandinin, D. J., & Connelly, F. M.…

The Classroom Community Scale (Rovai, 2002b) was used to examine faculty and student perceptions of students' sense of community at two points during an academic semester. The study also examined the relationship between student sense of community scores and their final course grades. A non-experimental research design was used by the researcher…