Shares experiences of a weekly writing workshop for faculty. Provides guidelines for presentation of papers and editorial help. (MS)

Argues that students can be made more aware of language used in the "real" world by introducing them to figures of speech. (MS)

Discusses reading and writing assignments for a course on the nuclear peril. (MS)

Claims "Responsive Teaching" is a useful conferencing procedure which expects writers to evaluate and refine their own writing, and tries not to side-track the self-evaluation once it begins. (MS)

Explains the purpose and function of the student-teacher memo, which puts both student and teacher into the composing process which produced the draft. Enables students to examine their own work closely, think about their composing processes, and address themselves to a reader. (MS)

Recommends a series of questions, activities, and guidelines to make free writing more productive and generative. (MS)

Suggests clustering can help students of any ability level draw upon latent images and ideas, generate more original sentences, and experiment with metaphor and simile. (MS)

Argues that journal writing expands students' discoveries about themselves as writers, and extends their abilities to take charge of writing assignments in both English and non-English courses. (MS)

Discusses the searching process for students attempting to obtain meaningful information about which to write. Presents methods and benefits of searching which improve students' technical writing. (MS)

Describes a method of writing instruction that uses several different writing textbooks, and asks students to analyze and compare what each says about various writing concerns. (MS)

Explores (l) the role of pre-text in translating ideas into linguistic forms, and (2) the relationship of translating and pre-text in the planning and reviewing process. Suggests four observations worthy of further study concerning the nature and function of pre-text. (NH)

Presents three broad areas--writing anxiety, motivation, and beliefs--that seem to be ripe for study in terms of affect, and suggests that the constructivist views refined by George Mandler could be helpful to drive such research. (NH)

Presents various teacher-tested instructional techniques: (l) using counselors to aid teachers in basic writing courses, (2) training writing teachers using the process method, (3) teaching proofreading skills (4) using imitation in literature classes (5) using lists and imaginary dialogue to supplement conventional journal writing assignments,…

Explores the concept of ambiity in semantic relationships, and discusses several causes of relational ambiguity, including differing world views, subtext construction, and selective focusing. Asserts that while most instances of relational ambiguity do not impair text comprehension, readers should be aware of possible ambiguities. (MM)

Asserts that teachers should help students move beyond an information-exchange view of reading to a more complex rhetorical model of constructing meaning. Reports on a study which investigated meaning constructions and compares the more traditional function/feature strategies of constructing meaning with rhetorical strategies, which construct…