For Part 1 of the article, see Modern English Journal'', v4 n2 p111-23 Jun 1973. (HW)

Intended for native speakers of Japanese beginning their study of English in junior high school. (RL)

First part of a continued article. (RL)

Describes a drama workshop conducted with the Maryland Writing Project Summer Teacher Institute by two visiting teacher trainers from London. Provides examples of drama methodologies using a Shakespearean text--"Midsummer Night's Dream"--and invites joint enquiry into opportunities for writing. Designs workshop activities to make them…

States that inclusion of a workable way to use conversation in the discussion of texts would help integrate Stanley Fish's notions of "interpretive communities" and pedagogical theory concerning "multiple intelligences" into classroom instruction. Describes the "Touchstones Project," designed by St. John's College…

Discusses a teacher-training experience in which a systemwide inservice seminar was offered. Offers the following tips for novice inservice providers: foster professionalism, provide structure for reading and writing activities, support change, accept participants as they are, stress commonalities, vary activities, provide supplemental fuel…

Recounts how an eighth-grade teacher used reflective portfolios with her students to help them overcome their reluctance to write and to get them to see writing as a way to learn about themselves as students and as individuals. States that the teacher wanted students to be enthusiastic about writing as a part of everyday life. (PA)

States that persuasion as a discourse mode in composition classrooms tends to emphasize conflict and polarize students' positions. Proposes a "negotiative" mode of writing, focusing on the reader to achieve a cooperative settlement to opposing argument positions. Uses strategies including dialogic styles and structures that address issues of…

Follows the progress of seventh-grade students as they plan, compose, revise, and edit a group novel. States that, using computers, students worked in peer groups developing chapters independently; then they shared work and applied revision practices developing from their views of emerging text. Shows how the project gave the group a sense of…

Advocates venturing deeper into rhetorical situation since covering it in a superficial way may pose more problems than ignoring it altogether. Offers examples of the kinds of problems students encounter with audience and purpose. Suggests grappling with these complexities rather than discounting them. (PA)

States that writing from sources is the most difficult writing task for ESL college students--especially a lack of ability to create voice and claim authority in their writing. Reviews definitions of voice; offers a new definition. Studies 18 ESL students at Indiana University (Pennsylvania). Finds even brief training for writing with voice can…

Recounts that many professionals are "retooling" and entering the teaching profession, bringing with them a wealth of experience. Gives examples of four new teachers at Sherwood High in Montgomery County (Maryland) who have changed careers. Talks about these teachers. (PA)

Describes, in "Videotapes Can Provide a Bridge to Language Development and Literacy," how quality videotapes can help develop students' language skills in elementary classrooms. Describes, in "Contracting for Success," how a written contract can help students work together in group projects. Gives a sample contract. (PA)