A discussion on product versus process'' writing instruction by a process person, concluding that a proper focus on process will lead to a proper focus on product. (RB)

A discussion of the power of first person narrative and the modern predilection for personal witness, especially among the young. Explores personalized reporting based on direct experience, passive observation (or vicarious experience), and the public announcing of personal views, and relates all to the teaching of English, particularly…

Examines the reasons for and the value of, teaching grammar through drill. Suggests other methods for teaching effective oral and written communication. (RB)

Notes the advantages of "staff grading," a procedure for student evaluation that distinguishes the teacher as a helper from the person who evaluates students and supplies a measure of growth in writing. (RL)

Shows how student journals can be used in a variety of subject areas to focus both student and teacher on the learning process inherent in writing. (RL)

Describes questioning techniques and other approaches that stimulate class discussion and lead to better student writing. (DD)

Shows how the advantages of ghetto living may be used in teaching communication and composition. (DD)

Contains two articles on writing instruction: the first shows how the prospect of student publishing inspires students to try new forms of writing; the second explains a marking system that encourages students to see the importance of the content in their writing. (TB)

Explains how a teacher teaches process writing in her mainstream high school classes, despite her obligation to cover grammar, literature, vocabulary, research, and communication. Shows how some approaches to process writing can be modified to fit it into a tighter, more structured course. (TB)

Argues that a prevalent mistake made by teachers preparing writing curricula and assignments is dividing writing into classes or modes. Suggests alternatives to classifying writing. Envisions writing as a discourse act and assignments as performance of such acts. (HB)

The teacher comes to the classroom after a long medical leave taken for getting his legs amputated for having developed gangrene and follows his normal plan of teaching thus ignoring the various questions that his students may have about his physical disability. He realizes his mistake and in the next class uses his condition to explain a version…

Joy A. Fowler, Department Chair, Writing Department, School for Creative and Performing Arts, Ohio talks about his courses offered at his school, theories and learning used, interdisciplinary opportunities available at his school and other related matters. Talking about cultural and linguistic diversity he says that as it is observed that writing…

A former high school teacher raises pedagogical and ethical questions about teaching and writing with the help of a story of a student. The ways in which the conventions of teaching and writing can be learned are discussed.