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)

Examines research on using word processors for writing and writing instruction. Argues that research can mislead and discourage teachers from using computers in their classrooms. Asserts that word processing encourages students to have fun while guiding them through the revision process. (MM)

Advocates teaching the paraphrase from the dramatistic perspective in order to teach students the "active," dramatic nature of meaning, and the different ways they can describe meanings. Illustrates how the paraphraser selects and combines elements, creating a complete context for the original text. (MM)

Provides a rationale for and description of daily student journal writing, peer evaluation, and revision, which provide students with necessary writing practice without overloading the instructor. (HTH)

Suggests a computerized writing workshop provides an ideal setting for collaborative learning, enabling students to participate in activities such as peer evaluation and group brainstorming. (HOD)

Explains how students in a basic writing course gained confidence and independence as writers by producing and revising their texts on screen. (HOD)

One teaching approach for basic writing students is to have them transcribe their inner speech--of matching their oral language to written language. (HOD)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Describes some of the strategies of repetition and metaphor used by Black American novelist Richard Wright, as a model that students can adopt in their own writing, both for generating ideas and for revising them. Appendixes include various drafts of an interview statement by Wright. (HTH)

Describes the University of Hawaii's writing workshop, a supplemental service of the English department that offers tutorial sessions on a drop-in, voluntary basis. (FL)

Offers a heuristic for writers to appraise the relative value of information in texts as an aid to revising. Uses the example of noun strings versus prepositional phrases. (SR)

Notes that helping students create coherent texts is one of the most difficult jobs that composition teachers have. Describes a classroom technique that helps writers shift perspectives by getting them outside their texts. Notes that the technique requires students to examine what they do as readers to create coherent meaning. (RS)

Demonstrates the value of peer review by showing how it is used by students in an anthropology class. Gives educators a broader view of the role it could play in their classes. Illustrates four characteristics of peer-review exchanges as they are accomplished in the course. (MG)

Describes a method of teaching writing that asks students to locate a proper epigraph for their completed essays. Discusses the function of epigraphs, especially as poetic expression. Shows how some students revised their work according to the content of their epigraphs. (HB)