Pleads for ethics as a dominant concern when teaching the informative writing process. Explores the problem of teaching ethical writing (discourse combining the best qualities of moral, intellectual, emotional, and practical character), especially regarding how generalizations are to be supported by illustrative details, evidence, and examples.…

Drawing on his own experiences as a student and as an English teacher, the author considers the learning value of the marks and comments teachers make on students' compositions. (SJL)

Lists eight reasons why teachers gain from having students keep daily, in-class journals. (RL)

Offers the author's account of her experiences in planning the 1980 convention of the Conference on College Composition and Communication, reports professional trends as reflected by the program proposals, and offers advice to those who wish to participate in future conferences. (FL)

Argues that too little information on audience analysis is available to technical writers and suggests that such analysis should be done in relation to the reader's level of competence and motivation. (TJ)

Suggests five criteria against which any revised approach to research writing ought to be tested. Concludes with some general remarks about the shaping of future courses in research writing. (RL)

Argues that instruction in technical writing can be valuable to medical students. (MKM)

The chief reason for defining writing as revision of inner speech is to ensure that writing will be acknowledged as nothing less than thinking, manifested in a verbal way, and to make sure that it is taught accordingly. (Author/IRT)

Argues that teachers need to be aware of the diverse conceptual demands made by writing assignments in various disciplines; illustrates this by analyzing four assignments. (DD)

Provides 22 "crots" (brief independent and discrete units of sentences without transitional devices) and discusses the "crot" as a rhetorical form. (DD)

An English composition teacher compares instructions in a tap-dancing class to learning the basic skills of writing. (PBS)

Argues that composition teachers should emphasize the role of audience in discourse, and suggests two ways to accomplish this. (DD)

Reviews research in the teaching of writing, suggests appropriate ways to teach writing, and concludes that the most important thing for writing teachers to do is to find pleasure in writing themselves. (DD)

Outlines the ways in which Herbert Hoover and William Shakespeare wrote about professional ethics (for engineers and kings, respectively) using the writing techniques of concreteness, audience awareness, and development by induction. (TJ)

Advocates an approach to composition based on purposes or ends rather than on techniques or means. Suggests four categories of purposes: definition, substantiation, evaluation, and recommendation. (DD)