Discusses 10 rules of thumb for writing educational research reports that are concise and accessible. The principles include writing in terms of people, emphasizing the positive, editing for simplicity, and breaking any of the previously discussed rules when necessary. (HTH)

Describes how to teach college composition through individual conferences with students. (DD)

Presents commentaries on Peter Elbow's "Writing with Power." Murray comments positively on Elbow's authoratative voice, while Hashimoto observes negatively that Elbow relies on generalizations and that his previous book will likely be of more use than "Writing with Power." (HTH)

Lists 16 questions for eliciting student writing. (JT)

Discusses the prewriting process in terms of forces that affect prewriting, prewriting as rehearsal, and eight signals that tell writers that a piece of writing is near. (DD)

Examines the reading personna of the writer and its functions. Discusses how a writing instructor, by means of listening in a conference setting, can bring this other personna into existence. (HTH)

Explains how the author has come to understand that all writing, in many different ways, is autobiographical and that autobiography grows from a few deep taproots that are set down in childhood. Shares some of his own writing as examples. (MG)

Suggests ways a cassette tape recorder may be used to improve students' writing skills. (DD)

Views the writing act as an act of exploration rather than the reporting of what was discovered and emphasizes six elements that achieve the surprise in writing, including expectation, ease, and acceptance. (DF)

Suggests a six-step exercise that can be used in one 50-minute session to help students (or teachers at a workshop) experience the writing process of prewriting, writing, and rewriting with response from a peer. (TJ)