Defends the combination of literature and writing instruction, offering a special course at the University of South Carolina as an example of the way intensive work in composition can be combined with an old-fashioned literary survey. (RL)

Offers a sampler of teaching strategies for using student collaboration during the early stages of writing. (RL)

Reviews the positive effects of participating in a faculty seminar on writing across the curriculum. Notes that writing must extend into subject area courses but that the curriculum must also be brought into writing courses. (JT)

Suggests a plagiarism policy that would respect present concerns and discipline but would allow for an enlarged range of definitions of and motivations for plagiarism. Brings to bear contemporary theoretical approaches that take issue with authoring as an autonomous, individual, original act. (TB)

After summarizing typical criticisms of multicultural composition readers, the author draws on work in "New Literacy Studies" to point toward composition pedagogies that encourage multicultural interactions beyond selections in assigned readers. The author suggests that what is ultimately needed is a productive critical frame not only for refining…

Disadvantaged students should be encouraged to explore and use the language resources of their own folk cultures. (JH)

Procedures for setting up a student-centered, student-managed freshman composition class are described. (JH)

Suggests that, because English teachers are often more knowledgeable about composition theory and pedagogy, English departments should house writing-across-the-curriculum programs. (ARH)

Presents four principles to use in creating inconspicuous sex-fair language: (1) be consistent, (2) use words not marked for gender, (3) make the surface structure match the deep structure, and (4) use dual epronouns only when they contribute to clearer understanding. (MM)

An experiment described more fully in The Effectiveness of Non-Directive Teaching as a Method of Improving the Writing Ability of College Freshmen," the author's unpublished Ph.D. dissertation, New York University, School of Education, 969. (Editor/SW)

Argues that writing in the content areas should be used as a discovery tool, stimulating students' conceptual involvement and prompting them to further investigations. (MM)

Analyzes George Orwell's 1946 essay, "Politics and the English Language," to develop an argument about compositional pedagogy and the nature of writing itself. Points out the dangers of promulgating only the "plain style" of language usage and the paradoxical advantages of combining classical rhetoric with radical politics. (RL)

Discusses the radical dramatism of language and the implications for writing instruction. (MM)

Submits classroom research on students' recognition of cliches. Notes that many beginning writers are unfamiliar with many cliches. Suggests that teachers should be aware of students' limited language experiences and adjust their teaching methods accordingly. (RL)