Contends that a well-prepared "capture plan" can mean the difference between winning or losing a procurement opportunity. States that the plan can become a tool for use while assembling a proposal team. Provides information regarding the content of a typical plan--from details needed for a basic program summary to steps required to conduct…

Discusses the difficulty involved in moving from writing a journal entry toward writing an essay. Uses the background of a trip to Ireland and writing an "Irish" journal as an example. Gives four strategies to use from journal to essay: double-entry notebook, defamiliarization (or "persona switching") techniques, cross-genre…

Proposes a unified theory of discourse form to explain (1) why writing textbooks consistently recognize just two polar types of abstract; (2) why students often produce adequate descriptive abstracts but not adequate summary abstracts; and (3) how a short paraphrase differs formally and conceptually from a summary abstract. (KEH)

Describes what expert systems are. Explains that they can make hypertext more usable by allowing the author's expertise to reside with the document, in effect performing run-time audience analysis, customizing documents to users' needs, advising users in selecting documents, and choosing effective reading strategies. (SR)

Discusses the 10 elements of the author's personal writing curriculum: solitude, experience, faith, need, tension, pattern, voice, ease, productivity, and readers. (RS)

An important part of professional development is writing for publication. A successful writer needs to engage in three simultaneous activities: focusing, understanding, and networking. (JOW)

Describes the fundamental concepts and potential of Standard General Markup Language (SGML), a system that allows computer users to exchange, reuse, and reformat information without constraint. Illustrates the concepts of SGML through a simple example. (SR)

Discusses ideas to enhance and enrich writing programs, particularly those designed to familiarize students with the writing requirements of the workplace. (PRA)

Reviews strategies for preparing psychosexual evaluations of sex offenders. Suggests report format and these major sections: identifying information, reason for referral, notification of rights, sources of information, mental status, personal and social history, sexual and sexual offense history, test results, opinions, diagnostic impressions,…

Presents an interview with teacher, "theorist of writing, accomplished rhetorician, and prolific author" Gloria Anzaldua. Comments on going beyond dichotomies of all kinds--allowing for nonbinary identity, for new states of "mestiza" consciousness, and for multiple writing strategies. Addresses her prior experiences with and…

Revives the beneficial or functional sense of redundancy and shows that functional redundancy in writing need not be a contradiction in terms. Defines not only redundancy but also its opposite, ellipsis, and emphasizes the usefulness of each, using examples both in reading and writing. (TB)

Reviews the relationship between law and art in the litigative context. Explores ways in which the methodologies of the novelist and other artists can be invoked by the lawyer in structuring and developing a case and presenting it to the court. Suggests that freewriting, Hemingwayesque word choice and syntax, and harnessing symbolism are valuable…

Outlines time-saving strategies developed for teachers in liberal arts colleges to achieve balance in the areas of (l) teaching and research; (2) professional and personal life; (3) teaching writing and evaluating writing; (4) teaching and technology; and (5) high standards versus realism. (NH)

Argues that a piece of fictional writing could be counted as a doctoral thesis, focusing on qualities that are critical for a fictional doctoral thesis (particularly the self-conscious method) and on writing techniques that could enable those qualities (e.g., direct explanation, authorial intervention, and character intervention). (SM)

Research suggests that basic writers are willing to edit but reluctant to revise their writing. In other words, they make surface-level changes to grammar, spelling, and punctuation but tend not to re-conceive content, structure, style, and cohesion. This paper argues that we need more instructional strategies that will help students understand…