In 2003, the National Commission on Writing released "The Neglected "R,"" its report on the state of writing instruction in the nation's schools. The report identified an apparent paradox: writing, which the Commission defines as an essential skill for the many that has helped transform the world, is nevertheless increasingly…

Assesses English education since the Dartmouth Conference in 1966. Observes that the personal growth model which emerged from the conference is more difficult to implement than the skills model and the traditional heritage model. Claims that the emphasis on examining writing settings reflects the search for a broader context for the personal…

Claims that there are many writing teachers, not just a few English/language arts teachers who are so designated, and that writing is already taught across the curriculum. Argues that teacher educators must reconsider their exclusive concern with methods and focus on teachers' theories of teaching and learning. (MS)

Examines the effects of the post-Dartmouth English curriculum revolution in the Australian context. Argues the need for a reconsideration of the English curriculum in three areas: defining the subject of English, defining growth in English, and developing of curricular frameworks. (SRT)

Describes how curriculum specialists and supervisors can use two generic observation categories of effective teaching--development and management of lessons and presentation of subject matter--to identify quality teaching of writing across grade levels. (SRT)

Relates how a student's composing process will be shaped and influenced by the microcomputer and word processing. (HOD)

Relating to her own experiences and to her reading of "Language and Mind" by Noam Chomsky, the author argues for the teaching of traditional grammar. (HOD)

Reviews "Understanding Research in Reading and Writing," a textbook on the influences on reading and writing research as well as the impact of theoretical and methodological orientations on the structure and substance of research reports. (HOD)

Examines some of the variables that have been found to affect topic choice and writing performance in writing assessment. (FL)

Identifies five factors that contributed to the success of a two-week composition inservice teacher education program. (HOD)

Describes one inservice program in writing that produced a greater commitment to teaching on the part of the teachers involved. Discusses program elements that contributed to that commitment. (FL)

Discusses the drawbacks of computer assisted instruction in the composition classroom. (FL)

Discusses what English educators are doing to transform theory into practice. (HOD)

Summarizes information from the ERIC database on the subject of writing instruction as a common responsibility of teachers from all disciplines. Focuses on the role of English teachers in promoting schoolwide writing programs. (RL)

Describes the Colorado Writing Project, a teacher-consultant inservice training program, and presents the results of holistic scoring of papers by students whose teachers had attended inservice meetings conducted by the teacher-consultants. (HTH)