Instructors send different messages to students in their course structure and in their evaluation of students' papers. (DD)

An exploration of autobiographical form and its relation to the shape of women's lives. (DD)

Presents excerpts from several women's diaries, concluding that they are a means of gaining a hold on immediate objects and of staying alive. (DD)

Presents an overview of a three-part heuristic strategy (planning, generating ideas in words, and constructing for an audience) for analytical writing. (DD)

Presents writing as a form of dialog and the paragraph as a unit of implied dialog. (MM)

Discusses cultural birthright and social heritage or fate as metaphors too often taken literally and provides numerous instances, both general and specific, to support the thesis. (TO)

Describes one college teacher's approach to teaching freshmen composition courses. (TO)

Author proposes a way to view the act of composing, and hence the course in composition, that might help the course to serve the ends of liberal education better than, in the eyes of some, it is now doing. (Author/RY)

Evaluates the control that form exerts over freedom" in an essay devoted to literary criticism. (Author/RD)

Proposes a general theory of writing evaluation that attends to communication intention, as well as formal semantics. Suggests practical ways of implementing such a theory. (RL)

Contains 19 standards for basic writing programs, covering teaching and learning, support, and program evaluation, developed by the Committee on Writing Standards of the National Council of Teachers of English for the United States Office of Education. (DD)

Since enthymemes (or "rhetorical syllogisms") always shape the prose of anyone writing to convey an idea, students should be trained to recognize the enthymemes they use. (DD)

Insisting that student writers always use definite, specific, concrete language when they write can prevent them from using language to understand, transform, and relate immediate experience to everything else. (DD)

Draws implications for the teaching and learning of writing from the language acquisition of children, based on the contention that human capacities for acquiring language do not change qualitatively as people mature. (DD)