During the Third International Conference on the Teaching of English the author was conscious of a bewildering variety of ideas and impressions on almost every conceivable subject that had some relevance to the teaching of English. In this article, the author shares his thoughts on the conference and the speakers. Donald Graves' account of his…

Shares insights of an English teacher gained through a variety of teaching experiences. Describes how the Bay Area Writing Project provided effective strategies to improve the teaching of writing. (NH)

The author suggests that English-only classrooms are not only the implicit goal of much language policy in the United States, but also assumed to be already the case, an ironic situation in light of composition's historical role as "containing" language differences in U.S. higher education. He suggests that the myth of linguistic…

Language arts educators who teach Latino English language learners know that part of their job is to help students learn to distinguish between the vernacular varieties of Spanish (or Mandarin, or Portuguese, or Swahili), English they use at home, and the school varieties of language expected in the classroom and in other professional and…

Argues that the practices of English studies are defined not only by the obvious variety of objects and methods of inquiry but also by competing divisions of service. Calls for a reconfiguration of the geography of the discipline's service functions with the goal of developing new ways of reaching extra-disciplinary student and community…

Encourages student writers to read rhetorical examples more critically and to internalize writing options based on a variety of modes and ideas. (CRH)

Reviews the variety of methods of linguistic and stylistic analysis used in evaluating pupils' writing--both those offered by traditional classroom practice and those from current language-and-learning work--and discusses the implications the current interest in Language across the Curriculum may have for English instruction. (GT)

The development of a college writing program can offer many challenges to a program director drawn from the ranks of the English faculty. The discipline of writing, an act of production, is both scorned and clutched by faculty who have been trained to analyze literature, an act of perception. Literature specialists, to be qualified to teach…

This journal article focuses on the return of grammar in composition teaching. After about 2 decades of virtual banishment from the higher reaches of English teaching theory, grammar has returned as a subject of serious discussion. This is the result in part of a new assertiveness by a group of people who never lost interest in grammar as part of…

English is the second-largest major at the University of Puget Sound (Tacoma, Washington). Students may choose one of three emphases within their major: literature, creative writing, or professional writing. Puget Sound's professional writing program has grown gradually and slowly over the last 11-year period to include an array of 10 professional…

When assigned to do parodies of literary works, students explore a variety of legitimate parodic relationships of significant critical interest. (DD)

Discusses the variety of approaches to the teaching of writing and encourages teachers to ask the necessary difficult questions in designing their courses. (DD)

Questions the current expectation that writing theory will serve pedagogy in direct, immediate ways, because of the extraordinary variety and complexity of the writing process. (DD)

Shows how student journals can be used in a variety of subject areas to focus both student and teacher on the learning process inherent in writing. (RL)

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)