Evaluates three computer software programs designed to help writing teachers to respond to and comment on student papers. Asserts that these programs do not actually assist teachers in writing comments, but help them to avoid writing comments. Argues that teachers expect too much of the computer as an aid to response. (PRA)

Contains specific teaching ideas of six writing teachers at community or four-year colleges. Includes suggestions on teaching grammar and punctuation, eliminating plagiarism, defining technical writing, and writing character analyses. (PRA)

Shares personal experiences as a writing teacher, including advice he received and advice he now gives to beginning teachers. (MG)

Asserts that many composition instructors design courses around theories driven by two narratives of progress: solitary struggle; or earning placement by the dominant social order through passivity. Argues that these approaches are counterproductive and alienate the underclass, ensuring high failure rates at urban colleges and sending students…

Provides a practical demonstration of the writing class as cultural critique. Attempts to lead students to discover the social constructedness of their experience. Demonstrates that the resourceful writing teacher can make powerful modes of demystifying analysis accessible to all students. (RS)

Addresses faculty members' fears about how they and students in their classes will change as distance-education courses are introduced into university curricula. Considers three especially important areas of change: teacher roles, education goals, and student learning. Concludes with practical applications. (SG)

Presents a review of composition textbooks and professional discourse. Claims the transformative potential of multiculturalism is often subordinated to the task of reducing "cultural distance," and that acquiring multicultural literacy may demand a long, deep and compliant congruity with dominant-culture literacy education. (NH)

Latest digital technologies play an important role in teaching writing and preparing students to write in the 21st century. The different technologies used to teach writing such as using visual imagery and envisionment are described.

Teachers must also be writers. This notion, at the very heart of the National Writing Project, led Judith Jester to recognize the power of process, feedback, audience, modeling, and thinking. Being a writer and sharing the successful strategies she learned as a NWP fellow has helped her students grow as both thinkers and writers.

In all academic disciplines college teachers respond to student writing with shortcuts--checksheets, correction symbols, computer style checkers, etc. But while these methods save teachers time, do they help students improve their writing? A survey of research into teacher commentary, conceived of as a contextual discourse activity, initially…

This article explores the spaces for possibilities of a pedagogy of authorship in teacher education. A critical, transformative framework is considered within the current practices and contexts of pre-service teachers. It examines ways to address students' fears in their own writing, and suggests ways to enhance confidence through authorship, so…

Teaching for creativity in writing requires not only knowledge, skills and understanding, but the emotional capacity to tolerate uncertainty, take risks and engage artistically. This paper reflects upon one strand of a research project which is examining the relationship between teachers' development as writers at their own level and their…

This paper presents an easy and free online tool that has visually enhanced teachers' writing-response pedagogy and helped their students comprehend their composing. Create a Graph is a free and intuitive online data-graphing program developed by the National Center for Education Statistics. In three clicks a visual depiction of weaknesses or…

Teachers are very accustomed to conveying their responses to writing in the form of grades or numbers. However, good writing comes down to more than a number or grade--it speaks to the heart. In this article, the author focuses on quality writing assessment that results from clear vision and thoughtful planning. She discusses some features that…

There is no single program for improving student writing, but there are common elements of programs that help kids learn to write well. Likewise, there is no professional development program that provides all the skills and knowledge a teacher will need to improve student writing--and, ultimately, student learning--but there are common elements…