Notes that the notion of authors consulting their audiences is an old one. Discusses how Homer, Ernest Hemingway, and James Joyce reworked their writing to suit the taste of their audiences. (RS)

Explains how a teacher came to have his own computer lab. Recommends a five-step procedure for other teachers who would like to have a computer lab in their classroom: (1) be an opportunist; (2) take pictures; (3) publish students' work; (4) use the computers well; and (5) ask for computers. Includes brief descriptions of related hardware and…

Defines young-adult literature and the problems of writing novels for young-adults. Discusses rites of passage in adolescent literature, narration, and societal lore. (PRA)

Teachers and students share a close bond of being mentors and lifelong friends. This kind of a bond does not end with the loss of a loved one but instead continues to grow amidst various circumstances in life.

In this article, the author expresses her views in defense of writing rubrics. She explains that when rubrics are thoughtfully crafted and used with discretion and understanding, they can be among the most useful instructional tools that teachers have. A rubric captures the essence of performance at various levels. Because rubric demands…

Describes how to use a single concrete phenomenon as a stimulus for creative writing. (DD)

Describes a research paper assignment on "The Language of Politics" which involved students in analyzing the language of the 1976 presidential debates. (DD)

A review of research in composition and a discussion of its implications for high school teachers. (DD)

Interviews with University of Washington students majoring in 24 areas revealed tremendous variety within and across disciplines in the amount of writing they were asked to do for their courses. (DD)

Presents twenty techniques for individualizing and personalizing student writing. (DD)

Discusses the problems faced by composition teachers in evaluation and makes suggestions. (Author)

Reviews recent trends in composition research. Suggests that the apparently divergent directions of study reflect a new interest in writing as a process rather than as a product, and in reading as a response to or re-creation of the text rather than a passive acceptance of textual information. (MM)