Writing instructors who would like to move beyond the collaboration provided by workshops and peer-response groups might consider asking groups of students to write a collage together. According to Peter Elbow, a collage "consists not of a single perfectly connected train of explicit thinking or narrative but rather of fragments: arranged how…

If writing teachers want to use modality effectively, they first have to deal with three problems: identification of markers of modality in English; representation (the use of models for modality); and correlation (pedagogical usefulness, and writing strategies for students). Two models of modality address the problems which writing teachers…

Examines the pitfalls of teaching and conceiving of writing in terms of content and form. Suggests that writing instructors and their students should think in rhetorical terms: how discourse responds to other discourse or to its audience, i.e., how it most effectively gets the job done. (TB)

Notes that educators must think about the possibilities for using autobiographical narrative ethically and effectively in academic writing and research, and they need to ask how the personal affects writing that is less personal. Considers how regardless of the stance toward the personal, no one can be an informed writer or reader without…

Argues that technical writers who develop broader writing skills prove to be more valuable to their employers during periods of economic downturn. Offers an overview of the basic skills needed to write marketing, advertising, and public relations documents. (PRA)

Provides guidelines for resume writing. Discusses standard and optional categories of information and methods for organizing these categories. Discusses also how to secure and list references. (PRA)

Describes the strategies used to encourage two friends--professed nonwriters--to write about the stories of their childhood days. The sequence of the process shows how a teacher can build confidence in beginning writers. (JOW)

Explains how a teacher used tape--pieces hanging from her hair, her desk, and student desks--to help students remember some of the principles of writing represented in the acronym TAPE: topic, audience, purpose, and elaboration. (TB)

Although the FCB (Foote, Cone, & Belding) grid was never intended to serve as an educational tool, it can be applied successfully in advertising classes to address the three areas that S. E. Moriarty considers to be the minimum for writing strategy. To demonstrate the superiority of the FCB grid as a pedagogical tool, a study analyzed…

Although socio-cultural awareness is an important element of discourse, freshman composition's primary obligation is to provide students with instruction in and practice "owning" a process of writing that foregrounds writing as a rhetorical art. Students should leave the course more aware of and better able to employ powerful, flexible…

Students must learn to maintain authority over their texts as they attempt to deal with the chaos they encounter when they approach a writing task. The authority with which Jacques Derrida deals with chaos in his essay, "...That Dangerous Supplement," suggests some strategies. In his essay, Derrida seems to be able to move the reader…

One way to "reinitiate" possible productive responses to the question of the subject for composition theory and pedagogy is to defuse the terror of the "impossible," to "negotiate" with the impossible, and to ask impossible questions. Although there are dangers associated with any critical theorizing about the subject…

Presents a positive view of collaboration in rhetorical scholarship, citing both the theory in favor of it and the positive experiences of scholars in the field of rhetoric. Offers some guidelines for successful scholarly collaborations. (PRA)

Gives advice (based on first-hand experience in the aerospace industry) on content, format, writing style, and enhancement techniques that can make successful resumes. Gives examples and how-to tips for producing traditional and out-of-the-ordinary resumes. (SR)

Discusses the problem of integrating reading, writing, literature, and composition courses. Offers suggestions on new ways to approach literature through writing. (PRA)