Discusses "Some Thoughts Concerning Education" by John Locke, and Charles William Eliot's Inaugural Address to the First Papish Church in an attempt to arrive at a coherent ideology on teaching composition. (RB)

Suggests that the act of writing is a process of discovery in which students become aware of their thoughts and acquire knowledge by making their ideas take shape on paper. (RB)

Argues that studying English can equip students to grapple with the abstractions, concepts, and vague or ambiguous utterances they encounter in other endeavors. (RB)

Examines Basil Bernstein's principles on language as set forth in "Class, Codes and Control: Theoretical Studies towards a Sociology of Language" and applies them to the teaching of English composition. (RB)

Describes a writing program, as a major area of study, at the University of Puget Sound. (JM)

Describes the development of a writing program that offers diverse sources of instruction beyond the English department. (AEA)

Considers ways an English department can offer a course in business writing without sacrificing its commitment to the liberal arts tradition. (GT)

Considers what can make a writing program an integral part of the mission of a university so that it does not become a target when budget cuts have to be made. Discusses the role of collaboration in the establishment and operation of the writing program at Cornell University. (RS)

Applies the principles of Jean Piaget to the development of the cognitive processes used in reading and writing at the college level. (RB)

Reviews the current state of the art of teaching writing and reviews the research related to writing. (RB)

Presents a taxonomy of writing instruction, a model or paradigm of the writing process, an application of this model to the teaching of writing, and an explanation of the empirical basis of the model. (Author/GW)

Details some of the advantages provided by a testing service that evaluates student writing. (NKA)

Suggests that if English education is to survive it must become an interdisciplinary study. Revised from an address to the ADE Seminar in Los Angeles, June 1971. (RB)

Describes writing as a technology that changes thought processes and verbal expression and suggests that language and literature teachers become familiar with the processes of primary orality and literacy. (AEA)